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Abstract
This study compared critical thinking in undergraduate students via case study learning under two methods: (a) individual student analysis and (b) computer-supported collaborative analysis. Casebased learning was used as an instructional strategy to engage and motivate undergraduate students enrolled in a course designed to increase academic success and retention. Case study learning increased critical thinking skills under both conditions.
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Higher order reasoning skills are required to cognitively manage the increasingly complex ways we communicate, collaborate, and work with others (Halpern, 1995). "A literate person must ...