Chat and Critical Thinking

Much of the literature illustrates ways chat can be used to support learning; however, very few of these pieces discuss ways chat can foster critical thinking skills. Ruth Reynard attempts to address this gap in her two-part series, "Using Chat to Move the Thinking Process Forward."

Reynard begins by noting that while chat can become fully engaged in class discussions conducted synchronously via chat, this medium can also be problematic. Also, it is not uncommon for teachers to use the chat sessions in a lecture-like manner. For teachers attempting to create a more student-centered learning environment through chat, the chat lecture approach - one that enables students to passively read/listen to the conversation - is not effective.

In the final sections of the article, Reynard outlines five basic elements of a working chat session: presentation, interaction, reinforcement, capture, and application. She continues by contending that instructors who control the inputs and interactions will continue along a linear path. According to Reynard, it is this linear flow that enables students to passively "participate" in the learning process rather than actively interacting and building knowledge.

The concepts presented in this part of the article series are not new and have been stated repeatedly in the literature. Thus far, the development of critical thinking skills has not be addressed. Perhaps that will appear in the next installment of the series.

Stay tuned.