Developing Critical Thinking in Online Thesis Writing: Perspectives from Chinese Undergraduate Students at Jiangxi Arts & Ceramics Institute

Abstract

This study explores how Chinese undergraduate students developed critical thinking skills through online learning while writing their graduation theses. The research focuses on students from Chinese public universities and investigates their perspectives, challenges, and experiences with critical thinking development in this context. A total of six students were selected through purposive sampling, and the sample size was determined based on the principle of saturation, where data collection continued until no new themes or insights emerged. Using qualitative methods, including in-depth interviews and document analysis, the study gathered rich, detailed data. The findings indicate that factors such as access to resources, interactions with peers and mentors, and the design of online learning environments significantly influence students' critical thinking development. To enhance these skills, the study recommends improving online course design, fostering active instructor-student engagement, and providing effective feedback mechanisms. These targeted strategies offer practical insights for strengthening critical thinking within online learning environments.