Abstract

This study examined critical thinking instruction in a required introductory communication course (N = 324). Experimental group participants received enhanced instruction using various active learning strategies, activities, and assignments. Results indicate significant improvement in their critical thinking skills. Implications for pedagogy and general education course design and assessment are discussed.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 173-199
Launched on MUSE
2008-05-15
Open Access
No
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