Universidade de Brasília. Faculdade de Ciência da Informação
Abstract
As museums more frequently employ cyber-learning tools to engage target audiences, questions are left as to the effect they have on critical thinking and participant interaction. While research exists regarding the extent to which critical thinking is stimulated in formal cyber-learning environments, studies
related to informal cyber-learning environments, such as virtual conferences, are lacking. The scope of this project was to evaluate whether critical thinking could be assessed in virtual conferences and the extent to which it could be stimulated. A mixed- method approach, evaluating participation logistics and
conversation analysis, revealed that, while critical thinking was stimulated during the virtual conferences, mostly the less complex stages, —such as problem identification and definition—were observed. More complex stages —such as problem exploration, application, and integration—were not as commonly observed. The study also confirmed the crucial role of the moderator in facilitating participation
