Critical thinking is often treated as a central goal in education, especially in courses designed to prepare students for real-world application. Yet, the term itself can be difficult to define. Across disciplines, experts describe critical thinking in different ways, which can make it feel vague or abstract.
Despite these differences, there are clear patterns in how critical thinking is understood and applied. This article provides a practical definition of critical thinking and offers strategies you can use to help students develop these skills in your online course.
Defining critical thinking
Renowned scholars Richard Paul, Linda Elder, and Denise Halpern have laid a solid foundation for defining critical thinking. Drawing from their work, we can describe critical thinking as:
Fair-minded thinking that is self-guided and self-disciplined, is purposeful and goal oriented, and performs at the highest level of quality.
This definition highlights that critical thinking is not just something you do, but how you approach thinking overall. It means:
- Being fair-minded
- Requiring self-direction and discipline
- Being purposeful
- Committing to quality
In practice, critical thinking reflects your mindset, your effort, and how intentionally you engage with problems.
Critical thinking online
Given that critical thinking involves a person’s attitude, purpose, and effort, how can you encourage it in your online course? The online format is actually a great space for nurturing critical thinking. With the right strategies, you can leverage tools within the Learning Management System (LMS) to engage students and push them to think more deeply.
Ask questions
Live sessions, office hours, assignment feedback, and discussion forums online give you the chance to ask follow-up questions that challenge assumptions, clarify ideas, and explore implications to help students build on their initial thinking. You can model deeper thinking for your students by expanding on prompts, sharing real-world connections, and engaging directly with students throughout your course.
Below are examples of question types you can use to support this process (Davis as cited in McDonald, 2016).
| Question type | Purpose |
|---|---|
| Exploratory | Gauge student comprehension of a topic by asking “Can you explain this concept in your own words?” |
| Challenge | Question assertions for lack of clarity, correctness, or elaboration by asking “What evidence supports your viewpoint? Could there be an alternative interpretation?” |
| Relational | Help student to see the connection between class content and real life by asking “How does this idea connect with what we’ve learned so far? How might it apply in a professional setting?” |
| Diagnostic | Guide student in solving a problem and demonstrating comprehension by asking “What problem are you trying to solve here, and what steps would you take to address it?” |
| Summary | Require student to think through what he or she learned and to succinctly state main ideas by asking “Can you summarize the main takeaways from this discussion?” |
| Cause-and-Effect | Require student to think through the implication(s) of a course of action or idea by asking “What might be the consequences if this idea were implemented?” |
| Hypothetical | Help student to identify areas of weakness in an assertion in light of a particular situation by asking “How might your response change if we altered this scenario?” |
Encourage
Using well-chosen supplemental resources can strengthen your online course while also encouraging critical thinking. When you connect course content to current industry trends and real-world challenges, you give students opportunities to explore ideas beyond the core material. Consider selecting resources that:
- Highlight unresolved issues or emerging questions in the field
- Pair with open-ended discussions that ask students to identify problems and propose solutions
- Case studies that require students to apply what they are learning to realistic scenarios
These types of activities push students to analyze, evaluate, and extend their thinking, which are key components of critical thinking.
Critical thinking is widely emphasized in education, but it is not always clearly defined or intentionally developed. As an online instructor, you can support critical thinking by designing thoughtful discussion prompts and incorporating supplemental materials that encourage deeper exploration. These strategies help students move beyond surface-level responses and engage more meaningfully with the content. In doing so, you not only support their success in your course but also help them build skills they can apply beyond the classroom.
If you want to read substantive work on what critical thinking is, Richard Paul and Linda Elder have developed a society devoted to understanding the nature of critical thinking and to using critical thinking skills in a wide array of settings. Check out their site: www.criticalthinking.org
References
- Cothran, M. (2018, January 7). The critical thinking skills hoax. The Classical Teacher, Winter 2018. Retrieved from https://www.memoriapress.com/articles/the-critical-thinking-skills-hoax/
- Halpern, D. (2013). Thought and knowledge: An introduction to critical thinking (5th ed.). New York: Psychology Press.
- Paul, R., & Elder, L. (n.d.). The foundation for critical thinking. Retrieved from http://www.criticalthinking.org/
