The Relationship of E-Learning Intensity to Improve students' Critical Thinking Ability

Abstract

The potential of e-learning to facilitate the cultivation of critical thinking abilities remains a subject of inquiry, as the precise nature of the association between the intensity of e-learning engagement and the development of critical thinking skills has yet to be comprehensively elucidated. The objective of this study is to examine the correlation between the level of engagement in e-learning and the development of critical thinking skills among students engaged in online education. The present study aimed to examine the correlation between the level of engagement in e-learning activities and the development of critical thinking abilities within a cohort of 210 students. The measurement of e-learning intensity was conducted by quantifying the weekly duration of engagement with the e-learning platform. The assessment of critical thinking skills was conducted through the utilization of the Critical Thinking Questionnaire (CThQ). The findings of the study revealed a statistically significant and favourable association between the level of engagement in e-learning activities and the development of critical thinking abilities. This suggests that students who spend more time using e-learning platforms tend to have higher levels of critical thinking skills.