Efficacy of problem-based learning in promotion of critical thinking in online graduate courses

In today's complex and highly competitive global society, it is necessary for students to graduate from higher education institutions with the ability to think critically on both a professional and personal level. This mixed-method study investigated the effect of online problem-based learning on the development of critical thinking in two graduate education courses in a small university in the northeastern United States. Qualitative data were collected from reflection journals, focus group and individual interviews, and course artifacts. The data were analyzed to identify indications of critical thinking in synchronous and asynchronous communications. Qualitative data were also used to identify the participants' perceptions of their development of critical thinking. Quantitative data were collected through an online Dimensions of Critical Thinking survey. Data from the survey supported the findings of the qualitative data and provided a broader perspective and rich description of the participants. The findings of the study indicate that online problem-based learning promotes the development of critical thinking in graduate education courses. Participants attributed their development of critical thinking to the process of problem-based learning in the online environment. They articulated that they were able to apply critical thinking in their teaching practices. Through the process of online problem-based learning, participants developed a habit of critical thinking and found that they changed their pedagogical practices.