Considerations on the development of critical thinking in
learning virtual environment
John Jairo Dominguez Rosane Alencar da Silva
Universidade Federal de Pernambuco Universidade Federal de Pernambuco
jjjdomi@gmail.com rmas3@cin.ufpe.br
Rossana Gaia
Universidade Federal de Pernambuco
rossana.gaia@ifal.edu.br
ABSTRACT
One of the specific skills necessary to face complex global chal-
lenges, as recent studies indicate, is critical thinking. For this rea-
son, there is a motivation to develop this skill in network learning
program projects. However, there are limitations to its development
since the design of online courses has several characteristics inher-
ited from traditional education. This phenomenon is repeated in the
Virtual Learning Environment of Redu, an experience developed
in the Federal University of Pernambuco institutional setting. This
study aimed to identify and evaluate aspects of Redu’s function-
alities to propose developing educational strategies that promote
critical thinking. Through the triangulation method, data of diverse
nature were analyzed to verify how asynchronous interactions be-
tween teachers and students eventually supported the structuring
of situations to promote the development of critical thinking and
identify the platform’s limitations to support the progress of this
skill. The results emphasized that there is a divorce between the
concept of Virtual Learning Environments and the methodologies
used by teachers to encourage the development of critical think-
ing that leads to the neglect of several of the characteristics of the
students. Finally, the attributes of Redu are listed that, from our
point of view, will allow the environment to become a support
with the possibility of amplifying the technology to develop critical
thinking.
CCS CONCEPTS
• Applied computing → Education; Collaborative Learning.
KEYWORDS
Critical Thinking, Hybrid teaching methodologies, Hybrid educa-
tion, Digital textual genres
∗ Corresponding author.
Permission to make digital or hard copies of all or part of this work for personal or
classroom use is granted without fee provided that copies are not made or distributed
for profit or commercial advantage and that copies bear this notice and the full citation
on the first page. Copyrights for components of this work owned by others than ACM
must be honored. Abstracting with credit is permitted. To copy otherwise, or republish,
to post on servers or to redistribute to lists, requires prior specific permission and/or a
fee. Request permissions from permissions@acm.org.
TEEM’21, October 26–29, 2021, Barcelona, Spain
© 2021 Association for Computing Machinery.
ACM ISBN 978-1-4503-9066-8/21/10. . . $15.00
https://doi.org/10.1145/3486011.3486451
225
Alex Sandro Gomes
Universidade Federal de Pernambuco
asg@cin.ufpe.br
Fernando Moreira∗
REMIT, IJP, Universidade
Portucalense & IEETA, Universidade
de Aveiro
fmoreira@upt.pt
ACM Reference Format:
John Jairo Dominguez, Rosane Alencar da Silva, Alex Sandro Gomes,
Rossana Gaia, and Fernando Moreira. 2021. Considerations on the develop-
ment of critical thinking in learning virtual environment. In Ninth Interna-
tional Conference on Technological Ecosystems for Enhancing Multiculturality
(TEEM’21) (TEEM’21), October 26–29, 2021, Barcelona, Spain. ACM, New York,
NY, USA, 6 pages. https://doi.org/10.1145/3486011.3486451
1 INTRODUCTION
Critical thinking as a necessary skill to students is identified as
one of the high relevance skills for education in all learning levels.
Higher education noted that criticality is fundamental because it
integrates several accreditation standards [35]. According to Paul
and Elder [31], this skill prioritizes the analysis and assessment of
the reasoning to ensure more significant refining of ideas.
Thus, the theorists investigated believe that aspects such as
accelerated exchange of information, increased complexities, inten-
sification of interdependence, and increased danger make critical
thinking an increasingly relevant skill in today’s world [31]
Although the critical thinking recognition and importance, it is
noted that the virtual panorama presents itself in a complex manner,
reducing the possibility to understand its development because the
current e-learning programs are based on content transference
and present similar issues to the ones verified in the traditional
education [13].
Due to its initial conception, e-learning platforms "are basically
aimed to the management of teachers and are highly strict with pre-
established communication flow, limiting interaction possibilities"
[25].
This scenario compromises the free creation of ideas and offers
few opportunities to develop cognitive skills [13]. Therefore, the
present study focuses on the digital textual style called mural, which
integrates available interaction tools into the Learning Virtual Envi-
ronment (LVE), through which asynchronous discussions based on
the text were assessed, exchanged between teachers and students of
the second and third year of high school in a public school of Recife,
Pernambuco, Brazil. The referred analysis allowed the identification
of some strategies which contribute to the development of critical
thinking.
The present article is organized as follows. In section 2, we dis-
cuss the state-of-the-art development of critical thinking in learning
virtual environments. In section 3, we describe the study method.
TEEM’21, October 26–29, 2021, Barcelona, Spain
The section 4 presents central outcomes. In section 5, we discuss
data and their breakdowns for the learning virtual environments
design. In the section 6 we describe a list of requirements for a
reference architecture project, allowing the environment to be-
come support with more excellent technological arguments for the
development of critical thinking. Finally, section 7 presents the
conclusions of this research.
2 DEVELOPMENT OF CRITICAL THINKING
IN LEARNING VESTURAL ENVIRONMENTS
Reviewing investigations and empirical studies in different virtual
communities helped clarify the strategies used in asynchronous
discussions in LVE based on text, with dialogues between teachers
and students to promote critical thinking in high school. These
considerations implicate the recognition of methods such as ques-
tioning or educational mediation made on content promoted on
LVEs and theoretical marks that regulate such procedures.
One of the most widely used methods to develop higher-order
reasoning skills is questioning. As Ilgu and Yao [15] affirm, new
questions frequently lead the debate to new directions, besides
amplifying and deepen the topic.
Literature also indicates that debating is another didactic strategy
used to construct knowledge through interactions and negotiations
of meanings between teachers and students and among students.
Studies reveal that the participation in debates reflects students’
analyses and discussion of content amplified related to other activi-
ties [26].
Another critical finding was using models that rank the levels
of thought to define the level of learning activities proposed to
students. Such action allows influencing their self-regulation since
the student wants to learn. Moreover, it establishes the level of
deepness to be achieved [27] [38] [4] [33].
One of the most highlighted references of discussion publications
codification schemes is Newman, et al. [28] model. In investigations
performed by [15] and [8], this model was used to measure the
deepness of critical thinking [9].
3 COMPUTER CODE
3.1 Purpose
The purpose of this study was to verify how asynchronous inter-
actions occasionally supported situations structuring to promote
the development of critical thinking and to identify the platform
limitations to support the progress of this skill.
3.2 Procedures
To achieve the general purpose of this work was used a method en-
abling the investigator to analyze and construe data with emphasis
on the complexity of human behavior. Thus, our theoretical op-
tion was qualitative and included the description of investigations,
habits, acts, traditions, and procedures [23].
To achieve the purpose of identifying how LVE Redu features
contribute to or restrict the performance of strategies that allow
the development of critical thinking in asynchronous discussions
based on text, it was established to observe the relationships be-
tween teachers and high school students, with emphasis on LVE
226
John Dominguez et al.
learning. Thus, it was necessary to understand reality based on
different perspectives with a unique method. This focused atten-
tion allows methodological procedures used and study outcomes to
be compatible and consistent with the purposes proposed because
data triangulation enables the identification of different levels of
deepness in analysing a phenomenon, as indicated by Santos et al.
[34].
To achieve the general purpose of this research were proposed
the following specific purposes and techniques used to develop
them:
• Identify strategies episodes used by teachers in asynchro-
nous discussions based on text posted in the LVE Redu mural.
The technique used was the analysis of the mural content
[2];
• Classification and analysis of episodes confirmed in the
Redu mural are inserted in the critical thinking categories.
Techniques used were analysis of mural content and non-
structured episodic interview with stimulus [7];
• Identification of which Redu functionalities ease the urgency
of using strategies that promote critical thinking develop-
ment. The technique used was a non-structured episodic
interview with stimulus;
• Identification of the Redu limitations for the urgency of
strategies that promote the development of critical thinking.
The technique used was a non-structured episodic interview
with stimulus.
3.3 Context
The research was performed in a public high school located in Recife,
Pernambuco, Brazil. LVE Redu was the virtual environment used in
this investigation to collect data. According to Gomes, Rolim and
Silva [11], the platform was designed to favor different phenomena
that occur during training processes, such as cooperation. One
of Redu options to make this type of action is the mural. This
tool is a digital textual style that allows establishing asynchronous
communication between teachers and students.
3.4 Data collection and analysis
With the purpose of identification of strategies episodes used by
teachers in asynchronous discussions based on text posted on the
LVE Redu mural, a content analysis was performed from Bardin’s
[2] studies. First, considering the research intention and purpose
and the researcher’s intuition, the most significant episodes related
to the development of critical thinking were selected. Subsequently,
paragraphs were selected, and finally, this stage was concluded
with the choice of the most representative words.
Another tool used to capture information posted on the Redu
mural was screenshots because they enable the verification of what,
grounded in theoretical review, constituted episodes that presented
a more significant relationship with strategies used by teachers to
contribute to the development of students’ critical thinking.
After analyzing the discussions based on texts between teachers
and students, out of 53 curricular contents of second and third years
of high school available in Redu, it was noted that only four reported
significant episodes. The disciplines identified were Sociology and
Philosophy of the third year, and Arts, of the second and third years.
Considerations on the development of critical thinking in learning virtual environment
With the purpose of overcoming and complementing the infor-
mation produced in the content analysis, non-structured episodic
interviews with stimulus were done [7]. For that, three high school
teachers who teach students from the second and third years were
selected, having as teachers selecting criteria the significance level
the episodes generated by educators had regarding critical think-
ing. Data obtained were analyzed and used as a stimulus in the
interviews made. Furthermore, according to the ethics in the re-
search, it was established to keep the employees’ confidentiality,
and the participants’ identities were preserved. Based on this crite-
rion, teachers interviewed were referred to with codes P1, P2, and
P3.
Data collected in the interview stage were categorized based on
investigations that emerged from the mural content analysis and
were related to the theory denominated critical pedagogy.
To perform data analysis and categorization, content analysis
software, QDA Miner was used.
4 OUTCOMES
This section contains data collected during the research to verify
strategies used by teachers to promote the development of critical
thinking in LVE Redu. The categories created materialized the
strategies used by teachers to influence the development of their
students’ critical thinking.
The categories identified in the episodes analyzed relate to differ-
ent didactic strategies, including debating, simulation, and analyses
of videos and/or movies, all of them circumscribed in the critical
pedagogy.
The outcomes obtained allowed us to note that didactic strate-
gies used by teachers contribute to the development of the human
being fundamental capabilities. In the specific event regarding the
participation of students in events such as exhibitions, as Duque
Sánchez [5] indicate, the participation in this activity enables the
student to analyze real situations and develop higher-order skills,
such as creativity, systemic thinking, and critical thinking, which
adjusts to the model of vicarious learning. In this regard, the use of
videos and/or movies as a didactic strategy enable the student to
learn by imitation.
Another strategy used by teachers was the simulated test. This
strategy favors the student to improve their skills without their
mistakes, leading to negative consequences because they may have
information on what is possible to make and, subsequently, im-
prove themselves. This strategy enables the development of a pro-
cess named projection, according to Bandura [1] . Knowing how to
project is a technique that may be learnt in school and consists of
intentionally and deliberately planning a set of future activities to
obtain the desired outcome. Finally, capabilities such as analysis,
construction, assessment, inference, and self-regulation among stu-
dents were stimulated through debate because they convene them
into activities and demand an open and flexible mentality which
allows them to undertake positions to define what they believe, as
well as having the willingness to understand their colleagues when
they think differently.
227
TEEM’21, October 26–29, 2021, Barcelona, Spain
4.1 Functionalities to created thinking
situations
Redu, through the mural (Figure 1), presents options that favor
discussions based on the text between teachers and students if they
are stored recorded as the memory of dialogues occurred [11]. Such
aspect – added to the fact that participants of such interactions,
when using textual style, need time to think and ponder before
sending their contributions – allows affirming that Redu learning
environment stimulates reflexive and rational thinking, which focus
on the decision on what believing or doing [29].
4.2 Functionalities to create sense of
responsibility regarding expressed ideas
Teachers and students’ actions through Redu, as happens in other
virtual environments, according to Nuñez, Ardèvol, and Vayreda
[30], are mediated by technological, graphical, and textual design,
which directs to what they can or cannot do in those spaces. From
this point of view, it is noted that Redu enables the students to
undertake responsibilities for the ideas they express because the
platform prevents users from removing – for instance, delete or des-
elect [21] – their messages and their pairs’ messages, a strategy used
by users in social networks, forced by their audience expectations
[24].
5 DISCUTION OF THE OUTCOMES
5.1 Environment features which tend to favor
an asymmetrical relationship between
teacher and student
Analyses made on data stored in Redu in asynchronous discussions
between teachers and students show that the learning environment
attributes a communication power to the teacher and generates a
communication limitation to students since they usually write in
the mural after the teacher convenes them to make a registration.
Furthermore, messages prepared by students are typically directed
to the teacher, an aspect also identified in Prieto Jiménez’s study
[32], which highlights that “the interaction between teacher and
students is certainly asymmetric, since, in the vast majority, conver-
sations and interactions begin by the teacher himself/herself”. Thus,
it is possible to affirm that, regarding the 6 communications between
teachers and students, there is no, as José et al. [18] demonstrate,
“horizontal authority line, so to eliminate some barriers which turn
difficult the communication between the teacher and students”,
which reveals a more traditional approach.
5.2 Teamwork limitations
Authors such as Zoghi and Dehghan [37] highlight that the devel-
opment of autonomous conduct regarding the students is hampered
by the educational system itself, structuring formative processes
without considering their interests and initiatives. In this regard,
according to Haythornthwaite et al. [14], one of the difficulties in
creating effective online learning environments is the isolation of
students, derived from a learning model centralized in the person,
which fosters a careful study instead of teamwork.
TEEM’21, October 26–29, 2021, Barcelona, Spain
Figure 1: Debate example
On this aspect, Redu presents limitations that hinder the student
from fully developing his/her autonomy. This attitude means limi-
tations in the context of social interaction and for interdependence
sense. This implies, here, “being responsible for one’s conduct in
the social context: being able to cooperate with others and solve
conflicts in constructive ways” [20].
5.3 Few spaces to favor different learning
styles and rhythms
Through data analysis, it was possible to determine that teachers
used Redu and other technological platforms to ensure the strategies
that affect students’ development of critical thinking. Thus, it is
possible to affirm that methodological practices used by teachers
do not have full backing in the Redu learning environment and
that there is a need for offering technological guide which allows
the support of learning services capable of breaking the technical
limitations and process of the current platforms [25].
5.4 Poor monitoring and feedback from
students
One of the limitations found in most of the computer scenarios
developed to work in an educational environment, including Redu,
is that these environments do not have the present capability for
special monitoring and feedback students, as far as they develop
a learning activity. According to Vargas and Martínez [36], such
systems do not give them “the opportunity to gradually adjust the
intensity of help as far as they acquire some skills and abilities in
the study topic approached” [36].
In this regard, to make it possible for students to develop self-
regulation, advanced skills became one of the most significant chal-
lenges for developing technologies aimed at virtual education [12].
Thus, such deficiencies found in virtual environments prevent the
student from qualifying to develop critical thinking.
228
John Dominguez et al.
6 RECOMMENDATIONS
6.1 Constitution of work groups based on
interests
It is clear that, as Burns and Kösterb [3] affirm, traditional institu-
tions and communities were replaced by more flexible and horizon-
tal networks on which people are more independent and capable
of undertaking a collective initiative.
Keeping in mind the previous considerations, a functionality that,
in the event, incorporated into Redu could cause a reinforcement to
the dynamics of cooperation occurring in this learning environment.
According to Eryilmaz et al. [6], this device aims to create cohesive
subgroups based on mutual interests whenever there is an existing
collection of knowledge. This action establishes that cooperation
opportunities in an understanding shared space may be improved
or reviewed. The possibility of dividing students based on their
knowledge which, as far as they are concerned, is synchronized with
their installed interests, generally leads to a higher order thinking
[16].
6.2 Integration of several services into Redu
learning environment
With the purpose of articulating more efficiently complex interac-
tions between the educational authors from the social and technical
synergy, on which the learning process is construct considering
each person’s particular features, it is possible to construct models
respecting the fact that we learn differently from each other, in a
different rhythm. Furthermore, to follow each person’s develop-
ment, it is necessary to consider that the development of levels of
intelligence occurs at different times [10].
Redu, as we can verify in the literature, should emphasize greater
customization and access to a range of digital tools increasingly
more comprehensive [9]. As Llorens [22] indicates, this panorama
allows traditional information systems to evolve to what is known
as a digital ecosystem. A community with educational methods,
policies, rules, applications, and work teams may coexist in a way
that its processes are interrelated, and its applications are based on
physical factors of the technological environment [22].
Undertaking such a perspective enables the system to be capable
of supporting renewed and adapted educational processes to any
qualification context or necessity [25].
Considerations on the development of critical thinking in learning virtual environment
6.3 Adaptative scaffold system
Strategies design optimizing students’ capability of acquiring
knowledge in Learning Virtual Environments, through the imi-
tation of actions, on the other hand, would be performed by the
teacher on a given learning physical space. Like Janson, Söllner and
Leimeister [17] indicate, such practice includes the implementation
of the technique of scaffolds improved by technology.
To solve the necessity of monitoring and differentiated feedback
to students during the acquisition of knowledge, learning environ-
ments such as Redu could count on, for instance, tools such as the
named dynamic scaffolds. Such possibility is understood as a tech-
nological alternative that provides an interactive method to assess
students’ progress and provide feedback in response to provide
different needs [19].
7 CONCLUSIONS
The purpose of the present study was to identify and analyze Redu
functionalities aspects to contribute to the volunteers Community
work, which maintains the system working.
We have identified didactic strategies used by teachers, including
questioning, debating, participation in exhibitions, simulation, use
of videos and/or movies that contribute to the development of
critical thinking in students.
By critically analyzing LVE features, we could note that this
environment positively impacts the student’s qualification, creating
considerations spaces and promoting a sense of responsibility for
the ideas expressed through text messages. However, its structure
still limits the development of other aspects of critical thinking,
such as their autonomy and impossibility to work more cohesively
with their colleagues and teachers, ignoring their learning style
and rhythm.
We have identified several limitations of LVE and could pro-
pose a set of requirements to allow greater integration between
the forms of cooperative work, more personalized learning spaces,
and more significant support and feedback during the development
of learning activities which may turn this environment more effi-
cient and effective in the mediation of cognitive processes for the
development of critical thinking.
ACKNOWLEDGMENTS
This work was supported by the FCT – Fundação para a Ciência e
a Tecnologia, I.P. [Project UIDB/05105/2020]
REFERENCES
[1] Bandura, A. 1986. Social foundations of thought and action: A social cognitive
theory. Prentice-Hall.
[2] Bardin, L. 1977. Análise de conteúdo. Edições 70.
[3] Burns, T., Köster, F. 2016. Governing Education in a Complex World, Educational
Research and Innovation. OECD Publishing. (2016). DOI:https://doi.org/10.1787/
9789264255364-en.
[4] Caratozzolo, P., Delgado, Á., Hosseini, S. 2019. Fostering Specific Dispositions
of Critical Thinking for Student Engagement in Engineering. 2019 IEEE Global
Engineering Education Conference (2019), 221–226.
[5] Duque Sánchez, A.P. 2016. Sistematización de experiencias vividas en la I Feria de
Simulación y Análisis de Sistemas de Costos. Libre Empresa. 13, 2 (2016), 85–101.
DOI:https://doi.org/10.18041/libemp.2016.v13n2.26206.
[6] Eryilmaz, E. et al. 2021. Effects of recommendations on message quality and
community formation in online conversations. Education and Information Tech-
nologies. 26, 1 (2021), 49–68. DOI:https://doi.org/10.1007/s10639-020-10364-4.
[7] Ferreira, V.S. 2014. Arts and tricks of comprehensive interview. Saude e Sociedade.
23, 3 (2014), 118–130. DOI:https://doi.org/10.1590/S0104-12902014000300020.
229
TEEM’21, October 26–29, 2021, Barcelona, Spain
[8] Gao, J., Guo, W., Wang, M. 2018. Learners’ critical thinking characteristics in asyn-
chronous online discussion. 6th International Conference of Educational Innovation
Through Technology (2018), 70–74.
[9] García-Holgado, A., García-Peñalvo, F. 2017. Gestión del conocimiento abierto
mediante ecosistemas tecnológicos basados en soluciones Open Source. Congreso
Ecosistemas Del Conocimiento Abierto (2017).
[10] ] Gardner, H. 2011. Multiple intelligences: Reflections after thirty years. Washington,
DC: National Association of Gifted Children Parent and Community Network.
[11] Gomes, A. S., Rolim, A. L., Silva, W.M. 2012. Educar com o Redu. Recife: Redu
Educational Technology.
[12] Gros Salvat, B. 2018. La evolución del e-learning: del aula virtual a la red. RIED.
Revista Iberoamericana de Educación a Distancia. 21, 2 (2018), 69–82. DOI:https:
//doi.org/10.5944/ried.21.2.20577.
[13] Hantoobi, S., Whadan, A., Salloum, S.A., Shaalam, K. 2021. Integration of Knowl-
edge Management in a Virtual Learning Environment: A Systematic Review.
Springer, Cham.
[14] Haythornthwaite, C., Kazmer, M.M. , Robins, J., Shoemaker, S. 2000. Community
Development among Distance Learners: Temporal and Technological Dimensions.
Journal of Computer-Mediated Communication. 6, 1 (2000). DOI:https://doi.org/10.
1111/j.1083-6101.2000.tb00114.x.
[15] Ilgu, A.K., Yao, S. 2019. Student-Facilitated Online Discussions To Encourage
Critical Thinking In Civil Engineering. 126TH Annual Conference and Exposition,
Conference Proceedings (2019).
[16] Jagadish, D. 2014. Grouping in collaborative e-learning environment based on
interaction among students. 2014 International Conference on Recent Trends in
Information Technology (2014).
[17] Janson, A., Söllner, M., Leimeister, J.M. 2020. Ladders for learning: Is scaffolding
the key to teaching problem-solving in technology-mediate learning contexts?
Academy of Management Learning and Education. 19, 4 (2020), 439–468. DOI:https:
//doi.org/10.5465/AMLE.2018.0078.
[18] José, A., Castro, A., Ibáñez, A., Borragán, A. 2009. El Proceso De Comunicación En
La Enseñanza. International Journal of Developmental and Educational Psychology.
2, 1 (2009), 387–395.
[19] Kim, M.C., Hannafin, M.J. 2011. Scaffolding problem solving in technology-
enhanced learning environments (TELEs): Bridging research and theory with
practice. Computers and Education. 56, 2 (2011), 403–417. DOI:https://doi.org/10.
1016/j.compedu.2010.08.024.
[20] Kohonen, V. 2006. Experiential language learning: second language learning as
cooperative learner education. First Training Workshop on the 2006 Programmes
of Study (2006), 45–64.
[21] Lang, C., Barton, H. 2015. Just untag it: Exploring the management of undesirable
Facebook photos. Computers in Human Behavior. 43, (2015), 147–155. DOI:https:
//doi.org/10.1016/j.chb.2014.10.051.
[22] Llorens, F. 2014. Campus virtuales: De gestores de contenidos a gestores de
metodologías. Revista de Educación a Distancia. 42, (2014), 1–12.
[23] Marconi, M. and Lakatos, E. 2003. Fundamentos de metodologia científica. São
Paulo: Atlas. (2003). DOI:https://doi.org/10.1590/S1517-97022003000100005.
[24] Marwick, A.E. and Boyd, D. 2011. I tweet honestly, I tweet passionately: Twitter
users, context collapse, and the imagined audience. New Media and Society. 13, 1
(2011), 114–133. DOI:https://doi.org/10.1177/1461444810365313.
[25] Mirando hacia el futuro: Ecosistemas tecnológicos de aprendizaje basados
en servicios: 2015. http://gredos.usal.es/jspui/handle/10366/126979%5Cnhttp:
//www.slideshare.net/FaraonLlorens/mirando-hacia-el-futuro-ecosistemas-
tecnolgicos-de-aprendizaje-basados-en-servicios.
[26] Moreno, M.O. et al. 2017. ¿Cómo fomentar el Pensamiento Crítico en un aula
virtual? Investigación, innovación y tecnologías. (2017), 382–386.
[27] Morueta, R.T. et al. 2016. Exploring Social And Cognitive Presences In Commu-
nities Of Inquiry To Perform Higher Congnitive Tasks. The Internet and Higher
Education. (2016). DOI:https://doi.org/10.1016/j.iheduc.2016.07.004.
[28] Newman, D. et al. 1995. A Content Analysis Method to Measure Critical Thinking
in Face-to-Face and Computer Supported Group Learning. Psychology. (1995).
[29] Norris, S. and Ennis, R. Evaluating critical thinking. Pacific Grove: Midwest
Publications.
[30] Nuñez, F. et al. 2004. La actuación de la identidad online: Estrategias de repre-
sentación y simulación en el ciberespacio. Ciberart. (2004).
[31] Paul, R. and Elder, L. 2005. Una Guía para los educadores en los Estándares de
Competencia para el Pensamiento Crítico. Fundación Para El Pensamiento Crítico.
(2005), 2–66.
[32] Prieto Jiménez, E. The role of the teaching staff at present. Its educational and
social function. Foro de Educación. 325–345.
[33] Rathakrishnan, M. Manvender, K. et al. 2020. Trello Virtual Learning and Its Effect
on Students’ Critical Thinking Skills in Essay Writing. International Journal of
Advanced Science and Technology. 29, 7 (2020), 815–824.
[34] Santos, K.S. et al. 2020. The use of multiple triangulations as a validation strategy
in a qualitative study. Ciencia e Saude Coletiva. 25, 2 (2020), 655–664. DOI:https:
//doi.org/10.1590/1413-81232020252.12302018.
TEEM’21, October 26–29, 2021, Barcelona, Spain
[35] Stewar, S. and Dempsey, L. 2005. A Longitudinal Study of Bacalaureate Nursing
Students Critical Thinking Dispositions. Journal of Nursing Education. 44, 2 (2005),
81–84.
[36] Vargas, O. and Martínez, C. 2010. Efecto de un andamiaje para facilitar el apren-
dizaje autorregulado en ambientes hipermedia. Revista Colombiana de Educación.
58, (2010), 14–39. DOI:https://doi.org/10.17227/01203916.631.
230
John Dominguez et al.
[37] Zoghi, M. and Dehghan, H.N. 2012. . Reflections on the What of Learner
Autonomy. International Journal of English Linguistics. 2, 3 (2012). DOI:https:
//doi.org/10.5539/ijel.v2n3p22.
[38] Zulkifli, N. et al. 2020. Patterns of Critical Thinking Processing in Online Re-
ciprocal Peer Tutoring through Facebook Discussion. IEEE Access. 8, (2020),
24269–24283. DOI:https://doi.org/10.1109/ACCESS.2020.2968960.