Critical thinking in a synchronous online discourse: the pedagogical role of instant messaging in higher education

The adoption of Instant Messaging (IM) technology as an educational tool in higher educational practice is beginning to emerge, and concerns remain about the effectiveness of this technology in learning environments. This thesis reports on an exploratory study that used a mixed method approach to investigate the use of IM for promoting critical thinking in a synchronised online discussion, and the role of time as a variable for enhancing critical thinking skills. Two models for operationalising critical thinking in online environments were adopted for analysis and coding purposes. Results indicate that high-level critical thinking skills (e.g. Integration, Assessment, and Inference) were evident in generated discussions. We also found evidence of a positive correlation between time and critical thinking, further validating the potential role of IM in higher education. We discuss the implications of these findings and propose a planned integration strategy and structured discussion activities as part of that strategy