Critical thinking for personalization in communities of inquiry

Abstract

This paper describes a study that investigates the relation between critical thinking and the metacognitive element of cognition monitoring in asynchronous discussions adopting the Community of Inquiry framework. The aim of this study is to propose measurements reflecting the cognitive development of the community through an asynchronous discussion. These measurements will be integrated in an adaptable visualization learning analytics tool to enhance personalized interaction. The results of the study show moderate positive significant relation between learners' critical thinking and learners' monitoring of the inquiry process whilst the linear regression analysis indicated critical thinking as a significant predicting measurement for learners' monitoring of the inquiry process.