The effect of multiple perspectives and face to face interaction on critical thinking skills in web supported case-based learning

The aim of this research is to review the effect of Multiple Perspectives and Face to Face Interaction on Critical Thinking Skills in Web Supported Case-Based Learning. Single-group repeated measures design was used in the study. The samples of the study were the sixty five students, taking the Principles and Methods of Teaching course in their second year, in the department of Computer Education and Instructional Technology in the Gazi Faculty of Education in Gazi University. Research took a total of seven weeks.Holistic Critical Thinking Rubris (Facione and Facione, 1994) was used for measuring students? critical thinking skills. The students? responces in the research were pointed by the researcher and three experts which had doctoral degree in the field of instructional technology. Average, Standard deviation, frequency, percentage and One-Way ANOVA for Repeated Measures were used to analyze the data gathered in the application.The analysis, done using One-Way ANOVA for Repeated Measures, showed that there was a meaningful difference on critical thinking scores following the environment that contains multiple perspectives ([F(1?63)=416,502, p<,05]). Similarly, there was a meaningful difference on critical thinking scores following the environment that contains face to face interaction. These findings showed that both multiple perspectives and face to face interaction effects the critical thinking skills in web supported case-based learning environment. On the other hand, the was no meaningful differences on critical thinking scores following the environment that contains multiple perspectives and face to face interaction by gender and graduated high school.