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Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking

Critical thinking is considered as one of the indispensable skills that must be possessed by the citizens of modern society, and its cultivation with blended learning has drawn much attention from researchers and practitioners. This study proposed the construction of a blended learning environment,...

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Detalles Bibliográficos
Autor principal: Lu, Dan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8267247/
https://www.ncbi.nlm.nih.gov/pubmed/34248799
http://dx.doi.org/10.3389/fpsyg.2021.696845
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author Lu, Dan
author_facet Lu, Dan
author_sort Lu, Dan
collection PubMed
description Critical thinking is considered as one of the indispensable skills that must be possessed by the citizens of modern society, and its cultivation with blended learning has drawn much attention from researchers and practitioners. This study proposed the construction of a blended learning environment, where the pedagogical, social, and technical design was directed to fostering critical thinking. The purpose of the study was to find out students' perceptions of the learning environment concerning its design and its influence on their critical thinking. Adopting the mixed method, the study used questionnaire and interview as the instruments for data collection. The analysis of the data revealed that the students generally held positive perceptions of the environment, and they believed that the blended learning environment could help promote their critical thinking in different aspects.
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spelling pubmed-82672472021-07-10 Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking Lu, Dan Front Psychol Psychology Critical thinking is considered as one of the indispensable skills that must be possessed by the citizens of modern society, and its cultivation with blended learning has drawn much attention from researchers and practitioners. This study proposed the construction of a blended learning environment, where the pedagogical, social, and technical design was directed to fostering critical thinking. The purpose of the study was to find out students' perceptions of the learning environment concerning its design and its influence on their critical thinking. Adopting the mixed method, the study used questionnaire and interview as the instruments for data collection. The analysis of the data revealed that the students generally held positive perceptions of the environment, and they believed that the blended learning environment could help promote their critical thinking in different aspects. Frontiers Media S.A. 2021-06-25 /pmc/articles/PMC8267247/ /pubmed/34248799 http://dx.doi.org/10.3389/fpsyg.2021.696845 Text en Copyright © 2021 Lu. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Lu, Dan
Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking
title Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking
title_full Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking
title_fullStr Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking
title_full_unstemmed Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking
title_short Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking
title_sort students' perceptions of a blended learning environment to promote critical thinking
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8267247/
https://www.ncbi.nlm.nih.gov/pubmed/34248799
http://dx.doi.org/10.3389/fpsyg.2021.696845
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