Building Learning Power and Critical Thinking in the Field of Online Tutoring
Abstract
This article is first of all a theoretical study covering the whole area of critical thinking. The development of critical thinking should be supported by new information technologies. The text only points to some possibilities of using information technologies in the concept of building learning power and critical thinking.
The development of information technologies gives us new tools and forms to support the teaching/learning processes. Many of the new tools of digital technology pose new teaching challenges for the teacher. However, there appears a question that is not only worth asking, but also worth answering: how to improve the teaching/learning process with the help of the new educational opportunities, so as to strengthen it and not to disturb it at the same time? A tutor-teacher has to search and to find out – in the area of these educational opportunities that belong to him or her and his or her pupils – such optimal solutions that neatly combine both the elements of traditional teaching and the ones that are typical of distance learning. This gives new opportunities for effective online tutoring when the teacher is available online for any of the students at a specific time that is perfectly convenient for each of them.
Keywords
Guy Claxton; building learning power; online tutoring; critical thinking
References
Buber, M. (1992). Ja i Ty. Wybór pism filozoficznych. Trans. J. Doktór. Warszawa: Instytut Wydawniczy Pax.
Claxton, G. (2001). Building Learning Power – helping young people become better learners. Bristol: TLO Limited.
Claxton, G. (2013). Rozwijanie potencjału uczenia się. Jak pomóc młodym ludziom, aby stawali się lepszymi uczniami. Trans. L. Wollman. Katowice: Stowarzyszenie Nauczycieli Edukacji Przedszkolnej.
Gornall, S., Chambers, M., & Claxton, G. (2013). Rozwijanie potencjału uczenia się w praktyce (pp. 105–157). Trans. L. Wollman. Katowice: Stowarzyszenie Nauczycieli Edukacji Przedszkolnej.
Lewowicki, T. (Ed.). (1994). W kręgu teorii i praktyki kształcenia wielostronnego. Warszawa: Wydawnictwo Uniwersytet Warszawski.
Niemierko, B. (1999). Pomiar wyników kształcenia. Warszawa: WSiP.
Oelszlaeger, B. (2007). Jak uczyć uczenia się? Kraków: Impuls.
Ostrowska, U. (2000). Dialog w pedagogicznym badaniu jakościowym. Kraków: Impuls.
Reis, A. dos (2010). E-learning – The E-volution. In E. Smyrnova-Trybulska (Ed.), Use of E-learning in the Training of Professionals in the Knowledge Society (pp. 21–26). Retrieved from http://www.weinoe.us.edu.pl/files/USE%20OF%20-E-LEARNING/01-AREIS-paper_DLCC_2010.pdf.
Ricoeur, P. (2002). O sobie samym jako innym. Trans. B. Chełstowski. Warszawa: WN PWN.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm.
Smyrnova-Trybulska, E. (2009). About some Basic Aspects of Distance Learning. In E. Smyrnova-Trybulska (Ed.), Theoretical and Methodical Aspects of Distance Learning (pp. 14–16). Cieszyn: Uniwersytet Śląski. Retrieved from http://weinoe.us.edu.pl/sites/weinoe.us.edu.pl/files/pliki/Publikacje/Ksztalcenie_na_odleglosc/1-ESmyrnova-Trybulska.pdf.
Smyrnova-Trybulska, E. (2010). Use of Distance Learning in the Training of Professionals in the Knowledge Society (pp. 147–150). In E. Smyrnova-Trybulska (Ed.), Use of E-learning in the Training of Professionals in the Knowledge Society. Cieszyn-Katowice: Uniwersytet Śląski.
Szczurek-Boruta, A., Chojnacka-Synaszko, B., & Suchodolska, J. (Eds.). (2014). Człowiek w przestrzeni lokalnej – dobre praktyki wspierania rozwoju, aktywizacji i integracji społecznej. Konteksty teoretyczne i społeczno-polityczne. Toruń: Wydawnictwo Adam Marszałek.
Śleziński, K. (2015). Rozwijanie potencjału uczenia się filozofii. Studia z Filozofii Polskiej, 10, 257–273.
Śleziński, K. (2012). Edukacja filozoficzna w teorii i praktyce. Katowice-Kraków: Uniwersytet Śląski – Wydawnictwo Scriptum.
Śleziński, K. (2014). Elementy pedagogiki dialogicznej. Przestrzeń nauczyciel-uczeń w pespektywie relacji ja-inny. In A. Szczurek-Boruta. B. Chojnacka-Synaszko, & J. Suchodolska (Eds.), Człowiek w przestrzeni lokalnej – dobre praktyki wspierania rozwoju, aktywizacji i integracji społecznej. Konteksty teoretyczne i społeczno-polityczne (pp. 151–161). Toruń: Wydawnictwo Adam Marszałek.
Śleziński, K. (2000). Zarys dydaktyki filozofii. Kraków: Impuls.
Śnieżyński, M. (1997). Zarys dydaktyki dialogu. Kraków: Papieska Akademia Teologiczna.
Wollman, L. (2013). Rozwijanie potencjału uczenia się w społecznej przestrzeni edukacji. Katowice: Stowarzyszenie Nauczycieli Edukacji Przedszkolnej. Retrieved from https://www.buildinglearningpower.com/.
University of Silesia in Katowice Poland
https://orcid.org/0000-0002-6662-3871
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
