Abstract In this commentary, the author first positions the expansive work undertaken in the Critical Online Reasoning in Higher Education (CORE) research group within a historical context, describing the ways that contemporary forces amplify the significance of this impressive undertaking. What follows is an overview of what insights the studies in this special issue contribute to current knowledge about critical online reasoning in higher education. The commentary concludes with a discussion of the challenges that must be overcome theoretically, methodologically, and educationally if effective critical online reasoning is to take root and become a reality for students in higher education.
Patricia A. Alexander (Tue,) studied this question.