The Effect of Blended Learning on Developing Critical Thinking Skills
Education Journal
Volume 2, Issue 4, July 2013, Pages: 176-185
Received: Jul. 15, 2013; Published: Aug. 10, 2013
Views 3292      Downloads 466
Author
Khaled Nahs Raqas Alotaibi, Department of Psychology, Education College, King Saud University, Riyadh, Saudi Arabia
Article Tools
PDF
Follow on us
Abstract
The present study aimed to investigate the effect of blended learning on developing critical thinking skills of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 27 students and the other was a control group with 31 students. The following tools were used: E-courses, Watson - Glaser Critical Thinking Test (short form.)The researcher taught the experimental group using blended learning via Blackboard, while the control group was taught using traditional education. The results showed that: There were no statistically significant differences between the experimental group and the control group in critical thinking skills.
Keywords
Blended Learning, Critical Thinking, E-Courses, Watson - Glaser Critical Thinking Test
To cite this article
Khaled Nahs Raqas Alotaibi, The Effect of Blended Learning on Developing Critical Thinking Skills, Education Journal. Vol. 2, No. 4, 2013, pp. 176-185. doi: 10.11648/j.edu.20130204.21
References
[1]
Akyüz, H .I. & Samsa, S. (2009)The effects of blended learning environment on the critical thinking skills of students. Procedia Social and Behavioral Sciences 1: 1744–1748
[2]
Artion, A. R., Jr. & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students in online courses. The Internet and Higher Education, 12, 146-151.
[3]
Alotaibi, K. (2012). Psychometric properties of the Watson-Glaser Critical Thinking Appraisal Short Form. Journal of Education Sciences, 4, 1424-1454.
[4]
Bronson, R.W (2008). Critical Thinking as an Outcome of Distance Learning: A study of Critical Thinking in a Distance Learning Environment. Ed.D, The George Washington University.
[5]
Burgess, M. (2009) Using WebCT as a supplemental tool to enhance critical thinking and engagement among developmental reading students. Journal of College Reading and Learning, 39 (2) ,10-33.
[6]
Burkhart, L. M. (2006)Thinking Critically about Critical Thinking: Developing thinking skills among high school students. , Ph.D., The Claremont Graduate University.
[7]
Cameron, B. (2003). The effectiveness of simulation in a hybrid and online networking course. TechTrends, 47(5), 18-21.
[8]
Garrison, R., & Vaughan, H. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco: Jossey-Bass.
[9]
Gautreau, C.(2011). Motivational Factors Affecting the Integration of a Learning Management System by Faculty. The Journal of Educators Online, 8(1),1-25.
[10]
Graham, C. (2006). Blended learning systems. Definitions, current trends and future directions. In C. Bonk & C. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs. San Francisco: John Wiley and Sons.
[11]
Halpern, D. F (1998) Teaching Critical Thinking for transfer across domains. American Psychologist. 53(4):449-455.
[12]
Keller, J.M. and Suzuki, K. (2004). Learner motivation and E-learning design: a multinationally validated process. Journal of Educational Media, 29, (3): 229- 238.
[13]
Korkmaz, Ö & Karakusm, U (2009) the impact of blended learning models o student attitudes towards Geography course and their Critical Thinking dispositions and levels. The Turkish Online Journal of Educational Technology. 8, (4): 51-63.
[14]
Lapman, M. (1988).Critical thinking what can it be? Education Leadership, 96, (1): 36-43.
[15]
Littlejohn, A., & Pegler, C. (2007). Preparing for Blended e-Learning. London: Routledge.
[16]
Mackinght, C (2000) Teaching Critical Thinking through online discussion. Education Quality, 2, 38-41
[17]
Reasons, C., Valadares, K. & Slavkin, M. (2005). Questioning the Hybrid Model: student outcomes in different courses formats. JALN, 9(1), available on 23\1\2010 from.http:// www.sl;anc.org\publications\jaln\uqn-reason.a
[18]
Riffell, S.K., & Sibley, D.F. (2003). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Journal of College Science Teaching, 44(3): 217-235.
[19]
Siew-Eng, L; BT Ariffin, S; Rahman, S & Kim-Leomg, L (2010). Diversity in education using blended learning in Sarawak. China Education Review, 7(2): 83-88.
[20]
Twigg, C. (2003). Improving learning and reducing costs: New models for online learning. EducauseReview, 28-38.
[21]
Vice-deanship of Development and Quality (2010 ). Training Portfolio on Using Blackboard as an LMS. Deanship of E-learning and Distance Learning. King Saud University.
[22]
Watson, G & Glaser, E. (2008). Watson-Glaser Critical Thinking Appraisal Short Form Manual. Pearson Education, Inc.
[23]
Williams, R. (2003).Critical thinking as a Predictor and Outcome Measure in a Large Undergraduate Educational Psychology Course. ERIC_NO: ED478075
[24]
Xixiang, L; Zhang, X; Kede Qin, K & GuangxueYue, G (2010). The Evaluation System for Blending Learning Based on Blackboard Academic Suite. Proceedings of the Second International Symposium on Networking and Network Security (ISNNS ’10) Jinggangshan, P. R. China, 2-4, April. 2010, pp. 081-084.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186