Using On-line Discussion to Teach Critical Thinking Skills in an Adult Workplace Literacy Program

This paper describes an instructional approach designed to teach adults in a workplace training program strategies for communicating in an electronic context. Students used an on-line discussion group to respond to cases that were relevant to their experiences of seeking and preparing for employment. A scaffolded teaching approach was used whereby students were taught to explain or express a viewpoint, ask pertinent questions, and provide feedback to their peers. The students’ writing quality was assessed prior to and following strategy instruction. Overall writing quality improved after instruction and students’ statements showed greater evidence of critical thinking following instruction. Current data collection includes a control group to assess the impact of strategy instruction.