Effects of Blended Learning Environment on the Critical Thinking Skills of Students
Yazarlar (2)
Doç. Dr. Halil İbrahim AKYÜZ Kastamonu Üniversitesi, Türkiye
Serap Samsa
Ankara Üniversitesi, Türkiye
Ankara Üniversitesi, Türkiye
| Bildiri Türü |
Tebliğ/Bildiri
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Bildiri Dili | İngilizce |
| Bildiri Alt Türü | Tam Metin Olarak Yayınlanan Tebliğ (Uluslararası Kongre/Sempozyum) | ||
| Bildiri Niteliği | Web of Science Kapsamındaki Kongre/Sempozyum | ||
| DOI Numarası | 10.1016/j.sbspro.2009.01.308 | ||
| Kongre Adı | World Conferances on Educational Science | ||
| Kongre Tarihi | 04-02-2009 / 06-02-2009 | ||
| Basıldığı Ülke | Kuzey Kıbrıs Türk Cumhuriyeti | Basıldığı Şehir | |
| Bildiri Linki | https://doi.org/10.1016/j.sbspro.2009.01.308 | ||
| UAK Araştırma Alanları |
Bilgisayar ve Öğretim Teknolojileri Eğitimi
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| Özet |
| The aim of educational system which changes according to the enhancements in educational technology is to make students more active in the learning process, as well as make them as people who have skills such as critical thinking, problem solving etc. Critical thinking is a thinking skill which consists of mental processes of discernment, analysis and evaluation. Blended Learning is learning which combines online and face-to-face approaches. By means of online discussion forms, teachers can monitor the class discussions. These discussions help teachers identify topics that need clarification or that have captured the interest of students, and they can use the insights gained by them to structure class time. Also, if teacher use the Web discussion area to address some of the more straightforward student questions, they can make better use of class time. In this sense, the purpose of this study is to examine the … |
| Anahtar Kelimeler |
| Blending learning | Critical thinking appraisal | Critical thinking skills |
Science Direct
Effects of Blended Learning Environment on the Critical Thinking Skills of Students
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 34 |
| Scopus | 53 |
| Google Scholar | 203 |