Blended matters: Nurturing critical thinking

Abstract

The Organization for Economic Cooperation and Development (OECD) Learning Framework-2030 presents critical thinking as one of the transformative competencies for incorporation into the curriculum. Critical thinking refers to one’s ability to distinguish relevant information from irrelevant information, relate ideas, infer and justify whether a particular assumption is acceptable or unacceptable. This article argues that blended learning provides a concrete and meaningful context for enhancing learners’ critical thinking. Through collaboration, blended learning makes it possible to control, observe interactions, regulate tasks, and mediate in the acquisition of new knowledge. This form of collaboration creates a student-centered learning environment. Such a shift prompts to examine three objectives: (1) comprehend the creation of a blended learning environment. (2) discuss the characteristics of collaborative blended learning. (3) examine the role of collaboration in developing critical thinking among learners. To achieve the purpose of implementing a blended learning strategy in the classroom, the classroom teacher must create collaborative and participative learning experiences. Blended learning brings collaborative experience to develop higher-order thinking skills such as critical thinking.