Intan Permatasari, Ahmad Rizky Maulana

Integrating Technology-Enhanced Learning to Foster Student Autonomy and Critical Thinking in Higher Education

Introduction

Integrating technology-enhanced learning to foster student autonomy and critical thinking in higher education. Explore how technology-enhanced online learning boosts student autonomy and critical thinking in higher education. This study finds significant positive impacts, advocating for inclusive digital platforms.

Abstract

This study explores the effectiveness of online learning in enhancing learning independence and critical thinking skills among higher education students. The shift to digital education, accelerated by global events, has raised important questions about its pedagogical impact on core academic competencies. A quantitative descriptive correlational method was employed, involving 217 undergraduate students from various faculties who had experienced at least two semesters of online learning. Data were collected using a structured questionnaire consisting of three components: perceptions of online learning effectiveness, self-directed learning readiness, and critical thinking disposition. The results showed a positive and significant relationship between the effectiveness of online learning and both learning independence (r = 0.654) and critical thinking (r = 0.611). Furthermore, regression analysis confirmed that online learning effectiveness significantly predicts improvements in both skills. These findings suggest that well-structured online learning environments support students in becoming more autonomous and reflective thinkers. However, disparities in digital literacy and access still present barriers to optimal outcomes. This research highlights the need for higher education institutions to design inclusive, interactive, and learner-centered online platforms that actively support the development of essential 21st-century competencies. Online learning, when thoughtfully implemented, can serve as a powerful medium to nurture student independence and analytical capacity.

Review

This study, "Integrating Technology-Enhanced Learning to Foster Student Autonomy and Critical Thinking in Higher Education," addresses a highly relevant and timely topic in contemporary pedagogy: the impact of online learning on crucial student competencies. The abstract effectively conveys the research's objective to explore the relationship between online learning effectiveness, learning independence, and critical thinking skills among higher education students. Its central finding—a positive and significant correlation between effective online learning and the development of both student autonomy and analytical capacity—offers valuable support for the continued strategic integration of digital education, particularly in light of recent global shifts. The paper's contribution lies in empirically affirming the potential of online environments to cultivate essential 21st-century skills. Methodologically, the study employs a quantitative descriptive correlational design, which is appropriate for its stated aims. The sample size of 217 undergraduate students, drawn from diverse faculties and with prior online learning experience, provides a robust basis for the reported findings. The use of a structured questionnaire, encompassing perceptions of online learning effectiveness, self-directed learning readiness, and critical thinking disposition, suggests a systematic approach to data collection. The reported significant correlation coefficients (r = 0.654 for learning independence; r = 0.611 for critical thinking) and the subsequent regression analysis lend strong empirical weight to the conclusions regarding online learning's predictive power. Furthermore, the abstract's candid acknowledgment of disparities in digital literacy and access as potential barriers demonstrates a balanced and critical perspective. While the abstract presents compelling results, a reviewer would ideally seek more detailed information in the full manuscript regarding the specific characteristics that constitute 'effective online learning' or 'well-structured online environments' to fully grasp the pedagogical implications. Understanding the types of technology, instructional design, or student-teacher interactions that foster these outcomes would enhance the practical applicability of the findings. Future research could further explore these specific mechanisms, perhaps through mixed-methods approaches or comparative studies across different online pedagogical models. Nevertheless, this research effectively underscores the imperative for higher education institutions to develop inclusive, interactive, and learner-centered online platforms. This study provides a solid foundation for further inquiry and reinforces the argument that thoughtfully implemented online learning is a potent tool for nurturing student independence and critical thinking.

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