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The Effect of Blended Learning on Developing Critical Thinking Skills

Received: 15 July 2013     Published: 10 August 2013
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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.

Published in Education Journal (Volume 2, Issue 4)
DOI 10.11648/j.edu.20130204.21
Page(s) 176-185
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Blended Learning, Critical Thinking, E-Courses, Watson - Glaser Critical Thinking Test

References
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[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.
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  • APA Style

    Khaled Nahs Raqas Alotaibi. (2013). The Effect of Blended Learning on Developing Critical Thinking Skills. Education Journal, 2(4), 176-185. https://doi.org/10.11648/j.edu.20130204.21

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    ACS Style

    Khaled Nahs Raqas Alotaibi. The Effect of Blended Learning on Developing Critical Thinking Skills. Educ. J. 2013, 2(4), 176-185. doi: 10.11648/j.edu.20130204.21

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    AMA Style

    Khaled Nahs Raqas Alotaibi. The Effect of Blended Learning on Developing Critical Thinking Skills. Educ J. 2013;2(4):176-185. doi: 10.11648/j.edu.20130204.21

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  • @article{10.11648/j.edu.20130204.21,
      author = {Khaled Nahs Raqas Alotaibi},
      title = {The Effect of Blended Learning on Developing Critical Thinking Skills},
      journal = {Education Journal},
      volume = {2},
      number = {4},
      pages = {176-185},
      doi = {10.11648/j.edu.20130204.21},
      url = {https://doi.org/10.11648/j.edu.20130204.21},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130204.21},
      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.},
     year = {2013}
    }
    

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    JO  - Education Journal
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    AB  - 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.
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    IS  - 4
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Author Information
  • Department of Psychology, Education College, King Saud University, Riyadh, Saudi Arabia

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