Information from the abstract
This study examines the effectiveness of outcomes-based online teaching in enhancing the critical thinking abilities of Chinese undergraduate students studying in Thailand. Grounded in Bloom’s revised taxonomy and the principles of outcomes-based education (OBE), the research evaluates whether a structured, learner-centered online learning environment can promote higher-order thinking more effectively than traditional lecture–based instruction. A quasi-experimental design was implemented with seventy-eight participants divided into an experimental group receiving OBE-aligned instruction and a control group following conventional teaching methods. Pre- and post-intervention critical thinking assessments were administered, and data were analyzed using descriptive statistics, t-tests, and ANCOVA. The findings indicate that students exposed to the OBE-based online course demonstrated significantly greater improvement in overall critical thinking, with notable gains in systematic reasoning, confidence, intellectual curiosity, and cognitive maturity. The results suggest that clearly articulated learning outcomes, aligned instructional activities, and continuous feedback enhance engagement and reflective thinking in virtual learning settings. This study provides empirical support for integrating OBE principles into online higher education in Thailand and contributes to the growing body of research on instructional design for international learners. The work offers practical insights for educators and curriculum designers seeking to strengthen cognitive development and promote critical thinking through outcomes-driven online pedagogy.
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Related topics: Education and Critical Thinking Development · Educational Assessment and Pedagogy · Engineering Education and Curriculum Development
Thai researcher and institutional participation
Xichang Huang · Yuan‐Cheng Chang · Dhurakij Pundit University
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