An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

A content analysis method to measure critical thinking in face-to-face and computer supported group learning

This paper gives a detailed account of the content analysis method developed at Queen's University Belfast to measure critical thinking during group learning, as used in our controlled comparisons between learning in face-to-face and computer conference seminars. From Garrison's 5 stages of critical thinking, and Henri's cognitive skills needed in CMC, we have developed two research instruments: a student questionnaire and this content analysis method. The content analysis relies on identifying, within transcripts, examples of indicators of obviously critical and obviously uncritical thinking, from which several critical thinking ratios can be calculated.

Reduced K-theory for Azumaya algebras

Abstract In the theory of central simple algebras, often we are dealing with abelian groups which arise from the kernel or co-kernel of functors which respect transfer maps (for example K-functors). Since a central simple algebra splits and the functors above are “trivial” in the split case, one can prove certain calculus on these functors. The common examples are kernel or co-kernel of the maps Ki(F)?Ki(D), where Ki are Quillen K-groups, D is a division algebra and F its center, or the homotopy fiber arising from the long exact sequence of above map, or the reduced Whitehead group SK1. In this note we introduce an abstract functor over the category of Azumaya algebras which covers all the functors mentioned above and prove the usual calculus for it. This, for example, immediately shows that K-theory of an Azumaya algebra over a local ring is “almost” the same as K-theory of the base ring. The main result is to prove that reduced K-theory of an Azumaya algebra over a Henselian ring coincides with reduced K-theory of its residue central simple algebra. The note ends with some calculation trying to determine the homotopy fibers mentioned above.