Comparing the impact of online classes and campus life on students' critical thinking

Abstract

Online classes and campus life represent two distinct learning environments that may differentially impact students' critical thinking skills. This study compares the effects of online and on-campus education on the development of critical thinking among university students. A mixed-methods approach was employed, combining a quasi-experimental design with qualitative interviews. The sample included 200 undergraduate students enrolled in either online or on-campus programs at a large public university in the United States. Critical thinking skills were assessed using the Watson-Glaser Critical Thinking Appraisal at the beginning and end of the academic year. Semi-structured interviews were conducted with a subsample of 20 students to explore their perceptions of how their learning environment influenced their critical thinking. Quantitative results revealed a significant interaction effect, with on-campus students showing greater improvement in critical thinking scores compared to online students (F(1,198)=12.35, p<.001, η²=.06). Qualitative findings suggested that on-campus students benefited from more opportunities for interactive discussions, debate, and peer critique, while online students reported challenges related to self-regulation and limited peer interaction. These findings highlight the need for online learning environments to incorporate more interactive and collaborative elements to foster critical thinking. Implications for pedagogical design and future research directions are discussed.