Online discussion forums: Improving divergent critical thinking in college students

Abstract

Background

Online and distance learning platforms are now integral to nursing education; however, fostering authentic critical thinking (CT) and learner engagement in asynchronous environments remains challenging.

Aim

To apply a realistic, theory-informed framework for designing asynchronous learning activities that foster divergent CT that aligns with student learning outcomes.

Methods

Established CT criteria and learning theoretical frameworks guided the development of an instructional blueprint featuring structured prompts, clear learner guidance, and a criterion-based rubric to promote scholarly reasoning and dialogue in an asynchronous graduate course.

Results

The instructional blueprint enhanced learner engagement and scholarly dialogue, promoting deeper CT, evidence-based reasoning, scholarly inquiry, collaborative learning, and reflective analysis beyond superficial participation within an asynchronous graduate learning environment. It also provided learners with transparency and clear learning expectations.

Conclusions

Applying divergent CT in asynchronous learning fosters meaningful engagement and academic rigor, offering adaptable frameworks that strengthen scholarship development, enhance learner participation, and improve learning quality across online nursing education environments.