Development of Critical Thinking Disposition During a Blended Learning Course.
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| Title: | Development of Critical Thinking Disposition During a Blended Learning Course. |
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| 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] |
| Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 147094994 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.34190/EEL.20.051 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 358 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Item response theory Type: general – SubjectFull: Internet forums Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Critical thinking ability testing Type: general Titles: – TitleFull: Development of Critical Thinking Disposition During a Blended Learning Course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Minoru Nakayama – PersonEntity: Name: NameFull: Satoru Kikuchi – PersonEntity: Name: NameFull: Hiroh Yamamoto IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 20488637 Titles: – TitleFull: Proceedings of the European Conference on e-Learning (ECEL) Type: main |
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