Development of critical thinking skills during online learning

The progress of development of the disposition toward critical thinking in blended and fully online learning environments is compared. Participant’s individual characteristics, including responses to a questionnaire about critical thinking disposition, were measured during a bachelor level university course. Though the measured scores are comparable, the relationships between the scores in the two surveys during the course are different according to learning style. The contributing variables were extracted using linear regression analysis, and the weights assigned to them depended on the style of learning. In particular, variables which contributed to transforming the participant’s ability are discussed. Also, cluster patterns of scores of literacy of science and technology were extracted, and the contributions of the cluster scores was discussed.