Fostering higher-order thinking skills online in higher education
A scoping review
This scoping review examines the effectiveness of online and blended learning in fostering
higher-order thinking skills in higher education, focussing on creativity and critical
thinking. The paper finds that whilst there is a growing body of research in this
area, its scope and generalisability remain limited. Current evidence suggests that,
for most students and contexts, in-person learning yields better or equivalent outcomes
for higher-order thinking skills than fully online learning. However, blended and
flipped learning show promise. In some cases, they may be more effective than in-person
learning to develop higher-order skills. The review aims to be of use to higher education
practitioners by synthesising, for the first time at such a scale, the diverse literature
on what supports students to develop these skills online. This has been linked to
active and interactive online learning, well-structured project-based learning, disciplined
questioning, students labelling relevant dimensions of their thinking, and regular,
quality instructor and peer feedback. The review calls for improved research design
to understand the effectiveness of different modes of learning and address gaps in
the literature, which include fostering creativity online and ensuring equitable online
skills development across disciplines and teaching contexts. Policy implications include
the need to integrate attention to higher-order thinking skills into professional
learning, innovation funds, national networks and quality assurance to support effective
online teaching of these skills across higher education systems.
Available from February 05, 2024
In series:OECD Education Working Papersview more titles