Enhancing critical thinking and learning outcomes at the university: A pedagogical perspective


Standard pedagogical strategies and assessment methods used for university undergraduate teaching normally involve knowledge transmission in classroom settings, student discussions, mid-term tests, student presentations on designated research papers and topics, and knowledge-based final exams that would not particularly help educators reach the goal of enhancing critical thinking and learning outcomes among students. This study explores dimensions beneath “critical thinking” and factors that would have contributed towards this goal, based on student evaluations gathered from a range of undergraduate modules taught by the author. Implications on general pedagogy and future directions will be discussed.

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