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Findings are synthesized through thematic analysis into recurrent themes and sub-themes, concluding that a multi-step facilitation approach is recommended. 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Review La pensée critique dans les discussions asynchrones en ligne : examen systématique  \nJoshua DiPasquale, University of Calgary  \nWilliam J. Hunter, University of Ontario Institute of Technology  \nAbstract  \nEnhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. Our literature review was qualitative and systematic, and focused specifically on strategies that were effective in fully-online higher education contexts. Thematic analysis was used to synthesize the findings and conclusions from the various studies into recurrent themes and sub-themes. The results of the analysis indicated that practitioners should employ a multi-step approach to facilitating critical thinking and reflection in asynchronous online discussions. Implications for future research and practice are discussed.  \nRésumé  \nAméliorer la pensée critique est un objectif courant de l’éducation supérieure. Concevoir et faciliter des environnements d’apprentissage dans lesquels la pensée critique peut sedévelopper est une responsabilité importante pour les instructeurs. Dans cet article, nous cherchons à renseigner les études et les pratiques futures en examinant les stratégies didactiques qui pourraient être utilisées pour promouvoir une pensée critique et réfléchie dans les discussions asynchrones en ligne. Notre examen des publications a été qualitatif et systématique. Il a été particulièrement axé sur les stratégies qui étaient efficaces dans les contextes d’éducationsupérieure entièrement en ligne. L’analyse thématique a servi à synthétiser les résultats et les conclusions des différentes études en thèmes et thèmes sous-jacents récurrents. Les résultats del’analyse indiquent que les intervenants devraient se servir d’une approche en plusieurs étapes pour promouvoir la pensée critique et réfléchie dans les discussions asynchrones en ligne. Une discussion de ce que cela implique pour les recherches et la mise en pratique est incluse.  \nIntroduction  \nOver time, the number of published literature reviews on any interesting topic tends to increase, making new reviews seem redundant. Cook and West (2012) argue that “... to contribute to the literature, a new review must fill a meaningful gap in published reviews and add significantly to current knowledge, in terms of either quality or data [emphasis added]”(p. 945) . A literature review should also provide a synthesis that others may refer to conveniently (Rew, 2011). In this paper we first provide an analysis of existing reviews, identifying both their contributions and their limitations before demonstrating how we plan to build upon them. Our aim in this review is to synthesize, in a systematic and transparent way, the strategies that have been documented in engendering critical thinking in asynchronous online discussions (AODs), exclusively in fully-online higher education contexts.  \nMoreover, in this review, we offer a focus on cognitive presence, a canonical conceptualization of critical thinking in text-based learning environments. Garrison et al. (2000; 2001) described cognitive presence as a “vital element” in critical thinking and the principal component in successful higher education. They define it broadly as the “extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication”(Garrison, Anderson, & Archer, 2000, p. 89) . More specifically, however, it reflects the idealized process of critical thinking and is concerned primarily with higher-order thinking processes rather than ","cbCaicFETXW7oDXU","https://ap.wps.com/l/cbCaicFETXW7oDXU","pdf",942009,25,"English","# Abstract\n# Introduction\n# Previous Literature Reviews\n# Findings of Previous Research Reviews","[{\"question\":\"What is the main purpose of this systematic review?\",\"answer\":\"It synthesizes, in a systematic and transparent way, instructional strategies documented to foster critical thinking in asynchronous online discussions in fully-online higher education contexts.\"},{\"question\":\"What concept of critical thinking does the review focus on?\",\"answer\":\"The review emphasizes cognitive presence as a canonical conceptualization of critical thinking in text-based learning environments.\"},{\"question\":\"How is cognitive presence operationalized in the review’s framework?\",\"answer\":\"Cognitive presence is operationalized through the practical inquiry model (PIM), defined across four phases: triggering event, exploration, integration, and resolution.\"},{\"question\":\"What do the review’s results recommend practitioners do?\",\"answer\":\"Practitioners should use a multi-step approach to facilitating critical thinking and reflection in asynchronous online discussions.\"}]","Critical Thinking in Asynchronous Online Discussions - A Systematic Review - Volume 44 - Summer 2018 | PDF",1792086312,63]