Critical thinking in online vs. face-to-face higher education

This study compares critical thinking skills for adult learners in online and face-to-face liberal studies classes at a university with locations in California and Washington (N=150). In a between-subjects design, the study analyzed students' score gains from pre- to post-tests on the California Critical Thinking Skills Test (CCTST). The study also compared students' grades on critical thinking assignments required at the end of the course. Additionally, the research correlated students' level of experience in online classes to their score gains on the CCTST and their assignments grades. Results showed that there were no significant differences between face-to-face and online learners for the CCTST score gains or the grades on the final assignments. There was also no correlation between the number of online classes students have taken and the outcome measures. Results are consistent with previous "no significant difference" studies. The research adds to the literature by specifically addressing outcomes in critical thinking. Future studies may benefit from addressing more consistency in instructors and teaching methods.