Learning critical thinking skills with online bite-sized videos: a qualitative account of students’ perceptions

Abstract

Learning to think critically is a key educational goal for higher education that presents a significant challenge for many students. Surprisingly, few studies have reported students’ views and perceptions towards instructional methods in critical thinking. The current study explored university students’ experiences and perceptions towards an online intervention designed to improve critical thinking skills. The intervention employed video-based learning to introduce four common informal logical fallacies to students across two micro-learning episodes administered online. We conducted semi-structured interviews with 30 university students to gain insight into four key areas: i) the perceived usefulness of the intervention for critical thinking development, ii) the presentation of learning materials, iii) the factors impacting their engagement, iv) and the potential of this approach to support mainstream provisions. We identified four main themes using thematic analysis: 1) building understanding and awareness of critical thinking, 2) effective video design and presentation, 3) valuing technology-enhanced learning approach, and 4) divergent experiences derived from the practice phase. These themes encapsulate students’ experiences of learning critical thinking as a highly sophisticated skill within an online learning environment and their preferences towards an effective video design. We discuss the implications of these findings for future pedagogical research and training of critical thinking in higher education.