Development of Critical Thinking Disposition During a Blended Learning Course.

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Bibliographic Details
Title:	Development of Critical Thinking Disposition During a Blended Learning Course.
Authors:	Minoru Nakayama¹ nakayama@ict.e.titech.ac.jp, Satoru Kikuchi², Hiroh Yamamoto²
Source:	Proceedings of the European Conference on e-Learning (ECEL). 2020, p358-364. 7p.
Subject Terms:	Blended learning, Item response theory, Internet forums, Educational technology, Critical thinking ability testing
Abstract:	The purposes of this paper are to measure individual learning performance using activities involving rating the works of peers, and to examine the relationship between learning performance and scores of critical thinking ability. Several metrics were surveyed during a blended learning course which was an actual first year course at a Japanese university. The overall goal of the course is to develop critical thinking ability. The metrics consisted of personality, literacy of science and technology, and critical thinking ability. These critical thinking ability metrics were surveyed twice during the course, and the rate of development was evaluated. In addition to the attributes of participants, learning performance was evaluated using a report assessment task and item response theory. In the results, two out of four factor scores for critical thinking disposition increased significantly, though one factor score decreased significantly. This process of development was examined using causal relational analysis of the factors for personality, literacy of science and technology, and individual differences in disposition toward critical thinking. A statistically significant model was extracted, confirming that learning performance affects the causal relationship. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The purposes of this paper are to measure individual learning performance using activities involving rating the works of peers, and to examine the relationship between learning performance and scores of critical thinking ability. Several metrics were surveyed during a blended learning course which was an actual first year course at a Japanese university. The overall goal of the course is to develop critical thinking ability. The metrics consisted of personality, literacy of science and technology, and critical thinking ability. These critical thinking ability metrics were surveyed twice during the course, and the rate of development was evaluated. In addition to the attributes of participants, learning performance was evaluated using a report assessment task and item response theory. In the results, two out of four factor scores for critical thinking disposition increased significantly, though one factor score decreased significantly. This process of development was examined using causal relational analysis of the factors for personality, literacy of science and technology, and individual differences in disposition toward critical thinking. A statistically significant model was extracted, confirming that learning performance affects the causal relationship. [ABSTRACT FROM AUTHOR]
ISSN:	20488637
DOI:	10.34190/EEL.20.051