Implementation of Blended Learning in Teacher Education : A Survey-Based Study on the Perception of Subject-Specific Value and Enhancement of Critical Thinking Skills

IR IR (HANDLE)

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  • 教員養成課程におけるブレンディッド・ラーニング導入：質問紙調査に基づく専攻学問の価値意識と批判的思考力の向上に関する検討

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This study investigated the effects of blended learning in six university courses using a questionnaire-based approach. A combined analysis of the data from these courses revealed the following: There were improvements in the "Interest Value" and "Personal Gain Value" scores on the Scale for Subject-Specific Value, as well as in the "Decision Making," "Open-mindedness," "Understanding of Key Points," "Authenticity," "Diversity Understanding," and "Understanding of Others" scores on the Critical Thinking Disposition Scale. Additionally, there was an increase in question-asking attitude scores following the blended learning experience. Furthermore, when participants were grouped based on their initial critical thinking disposition scores, those with initially lower scores showed significant improvements in "Personal Gain Value" after engaging in blended learning.

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