Student teachers’ and tutors’ perceptions of the use of online resources for promoting critical thinking

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dc.contributor.authorMwalongo, Alcuin
dc.date.accessioned2019-03-13T17:41:26Z
dc.date.available2019-03-13T17:41:26Z
dc.date.issued2018
dc.description.abstractThe study examined student teachers’ and tutors’ perceptions of the use of online resources for promoting critical thinking in three campuses of the University of Dar es Salaam, Tanzania. A sample of 69 participants was used. The study employed a mixed methods research approach. Data were collected through a survey, focus group discussions, interviews, and documentary review. Quantitative and qualitative data were analysed through SPSS 25 and MAXQDA 18 respectively. The findings suggest that the use of online resources is likely to promote critical thinking, especially if online resources are up-to-date, authentic, use a simple and clear language, and if a variety of them are used. The study revealed that there were no statistically significant gender differences in perceptions of the use of online resources for promoting critical thinking amongst student teachers. Implications related to key findings and areas for further research are discussed.en_US
dc.identifier.citationMwalongo, A. I. (2018). Student teachers’ and tutors’ perceptions of the use of online resources for promoting critical thinking. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(3), 193-208. doi:http://ijedict.dec.uwi.edu/viewarticle.php?id=2507en_US
dc.identifier.doihttp://ijedict.dec.uwi.edu/viewarticle.php?id=2507
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5119
dc.language.isoenen_US
dc.subjectcritical thinking, gender, Moodle, online resources, student teachers, tutorsen_US
dc.titleStudent teachers’ and tutors’ perceptions of the use of online resources for promoting critical thinkingen_US
dc.typeJournal Article, Peer Revieweden_US
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