CRITICAL THINKING IN VIRTUAL ENVIRONMENTS
DOI:
https://doi.org/10.11606/rco.v10i26.111420Keywords:
Critical thinking, Accounting education, Virtual learning environmentAbstract
In recent years Brazil has been occupying a position of economic prominence in the world, but it is not the same when it comes to quality of education, both at the basic and higher levels. The new generations born in the Digital Age, such as “Generation Y” or Generation “Z”, have several qualities, but among their deficiencies, they are worried about worshiping technologies that compete with other activities that develop critical thinking, such as reading and problem solving. The critical thinking skill (critical thinking) is emphasized as important for many types of practitioners and has been researched for many years. The general objective of this research was to empirically evaluate the application of Richard Paul's Critical thinking development model in the Moodle virtual environment with students of accounting disciplines. A quasi-experiment was applied in the first semester of 2013 to undergraduate students in administration in the discipline of Business Budget and Comptrollership of a Higher Education Institution in the interior of the state of São Paulo. The critical thinking tool was the Ennis Weir Critical Thinking Essay Test (EWCTET). The main result was that the Richard Paul model did not have a significant effect on the development of critical thinking skills when applied in a mixed approach and through a Moodle virtual learning environment, contrary to previous research. For future research, larger samples are suggested to improve the statistical power of the results and the investigation of forms of control that intensify the students’ time dedicated to asynchronous activities.
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