Haftador Alireza Mortezaei, Tehranineshat Banafsheh, Keshtkaran Zahra, Mohebbi Zinat
Master Science of Nursing, Student Research Committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Assistant Professor, Department of Nursing, Faculty of Nursing and Midwifery, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
J Educ Health Promot. 2023 Mar 31;12:95. doi: 10.4103/jehp.jehp_665_22. eCollection 2023.
One of the basic, constructive needs of humans, which plays a major part in their development is critical thinking. As education is one of the factors in shaping individuals' critical thinking, the present study addresses the effects of blended learning and its subcategories on university students' critical thinking (and its subcategories). The present article is a review study. Data were collected using valid search engines and databases. The keywords which were used included blended learning, integrated learning, blended training, integrated training, critical thinking, critical thinking disposition, and critical thinking skills, as well as the subcategories of blended learning, that is, the flex model, the self-blended model, the enriched virtual model, and the rotation model and its subcategories (the station rotation model, the lab rotation model, the flipped classroom model, and the individual rotation model). The results of 14 sources, out of the selected 15 sources, showed that blended learning and its subcategories, that is, the flex model, the self-blended model, the enriched virtual model, and the rotation model and its subcategories contribute to university students' critical thinking of disposition and skill. One of the essential skills which must be given more serious attention in learning in the twenty-first century is critical thinking. Having the benefits of both lecturing and e-learning, blended learning is a more effective and practical method for promoting critical thinking in university students.
批判性思维是人类基本的建设性需求之一，在人类发展中起着重要作用。由于教育是塑造个体批判性思维的因素之一，本研究探讨混合式学习及其子类别对大学生批判性思维（及其子类别）的影响。本文是一项综述研究。数据通过有效的搜索引擎和数据库收集。使用的关键词包括混合式学习、整合式学习、混合式培训、整合式培训、批判性思维、批判性思维倾向和批判性思维技能，以及混合式学习的子类别，即弹性模式、自我混合模式、丰富虚拟模式和轮转模式及其子类别（站点轮转模式、实验室轮转模式、翻转课堂模式和个人轮转模式）。在所选的15个来源中，14个来源的结果表明，混合式学习及其子类别，即弹性模式、自我混合模式、丰富虚拟模式和轮转模式及其子类别有助于大学生批判性思维倾向和技能的培养。批判性思维是21世纪学习中必须更认真关注的基本技能之一。混合式学习兼具讲授式学习和电子学习的优点，是促进大学生批判性思维的一种更有效、更实用的方法。
