Abstract:
There is a need to develop effective online learning courses or programs that promote critical thinking as a key competence of higher education. The purpose of this study is to examine the preferred learning styles of students as predictors of critical thinking development in online learning. The study involved 489 random third-year students enrolled in different faculties at [BLINDED] University and [BLINDED] Institute. The mean age of respondents was 21 years. This research used the Felder- Soloman's Index of Learning Styles, the 2011 version of the Watson-Glaser Critical Thinking Appraisal (W-GCTA) test, and a Critical Thinking Test (Level 1) developed by Nikita Nepryakhin. Statistical data processing was done using an online calculator. An effectively designed online course that promotes critical thinking should take into account various factors that influence learners’ perception of course material, such as individual styles of learning. To adapt to online learning, students must have a balanced learning profile. This study shows a correlation between preferred learning styles and levels of critical thinking, which must be considered when developing the online learning curriculum and online lesson plans. The results of the study will enable students to better organize their own learning. Teachers can use this information to optimize the course design.
