Hide
Show all
Email this article 
Meta-Analysis of the Relationship Between Learning Media in Hybrid Learning and Critical Thinking and Creativity in Science
Abstract
The 21st-century learning paradigm is characterized by integrating technology into learning facilitating flexible and accessible learning experiences. One such model is hybrid learning, enabling education to transcend time and place with technological aid. Amidst this backdrop, it is crucial that hybrid learning provides education and fosters essential skills of the 21st century, including critical thinking and creativity. This research endeavors to establish a connection between the learning media employed in hybrid learning and the enhancement of critical thinking and creativity skills within the Science and STEM education context. The study also investigates the utilization of laboratory-based applications in chemistry instruction. Employing a meta-analysis approach with descriptive analysis methods, the researchers scrutinized 50 articles cataloged in Scopus, focusing on publications from the past decade. The meta-analysis findings unveil a significant effect size of 0.87, indicating a substantial correlation between the use of learning media and the cultivation of critical thinking skills. Moreover, the association between hybrid learning's learning media and creativity skills is evidenced by an effect size of 0.94. Consequently, it can be inferred that a substantial correlation exists between learning media in hybrid learning and the development of creativity and critical thinking abilities. The impact of laboratory-based applications and software in science education, particularly chemistry, is greatly influenced by pedagogical aspects and instructional strategies.
Keywords
Full Text:
PDFReferences
[1] F. L. Wang, J. Fong, and R. C. Kwan, Handbook of research on hybrid learning models: Advanced tools, technologies, and applications. 2009,
ISBN: 9781605663814.
[2] J. Lam, W. W. K. Ma, and R. Kwan, Hybrid Learning : Theory, Application & Practice Hybrid Learning : Theory, Application, and Practice, 2013,
ISBN: 9789624423655.
[3] J. A. Koening and Rapporteur, Assessing 21st Century Skills. Washington: The National Academic, 2011,
ISBN: 9781452284156
[4] S. Han, R. Capraro, and M. M. Capraro, “How Science, Technology, Engineering, and Mathematics (Stem) Project-Based Learning (Pbl) Affects High, Middle, and Low Achievers Differently: The Impact of Student Factors on Achievement,” Int. J. Sci. Math. Educ., vol. 13, no. 5, pp. 1089–1113, 2015,
doi: 10.1007/s10763-014-9526-0.
[5] R. M. Capraro, M. M. Capraro, and J. R. Morgan, STEM project-based learning an integrated science, technology, engineering, and mathematics (STEM) approach. 2013,
ISBN: 9789462091436.
[6] K. C. Mansfield, A. D. Welton, and M. Grogan, “‘Truth or consequences’: A feminist critical policy analysis of the STEM crisis,” Int. J. Qual. Stud. Educ., vol. 27, no. 9, pp. 1155–1182, 2014,
doi: 10.1080/09518398.2014.916006.
[7] F. X. Sutman, J. S. Schumacher, and J. D. Woodfield, The Science Quest using Inquiry/Discovery to Enhance Student Learning. 2015,
ISBN: 9780470639757.
[8] H. D. Ayu et al., “How to learn oscillation and wave in SAMR framework?,” J. Phys. Conf. Ser., vol. 1869, no. 1, 2021,
doi: 10.1088/1742-6596/1869/1/012160.
[9] Z. C. Y. Chan, “Critical thinking and creativity in nursing: Learners’ perspectives,” Nurse Educ. Today, vol. 33, no. 5, pp. 558–563, 2013,
doi: 10.1016/j.nedt.2012.09.007.
[10] J. B. Cummings and M. L. Blatherwict, Creative Dimensions of Teaching and Learning in the 21st Century, 12th ed. Rotterdam: Sense, 1390,
doi: 10.1007/978-94-6351-047-9.
[11] H. D. Ayu, S. Saputro, Sarwanto, and S. Mulyani, “Meta-Analysis of a Blended Learning Approach: Implications for Student Critical Thinking,” vol. 417, no. Icesre 2019, pp. 87–94, 2020,
doi: 10.2991/assehr.k.200318.017.
[12] N. Pheeraphan, “Enhancement of the 21st Century Skills for Thai Higher Education by Integration of ICT in Classroom,” Procedia - Soc. Behav. Sci., vol. 103, pp. 365–373, 2013,
doi: 10.1016/j.sbspro.2013.10.346.
[13] D. Lasky and S. Yoon, “A creative classroom for everyone: An introduction to a small ‘c’ creativity framework,” Think. Ski. Creat., vol. 36, p. 100660, 2020,
doi: 10.1016/j.tsc.2020.100660.
[14] L. E. Margulieux, W. M. McCracken, and R. Catrambone, “A taxonomy to define courses that mix face-to-face and online learning,” Educ. Res. Rev., vol. 19, pp. 104–118, 2016,
doi: 10.1016/j.edurev.2016.07.001.
[15] P. Moskal, C. Dziuban, and J. Hartman, “Blended learning: A dangerous idea?,” Internet High. Educ., vol. 18, pp. 15–23, 2013,
doi: 10.1016/j.iheduc.2012.12.001.
[16] R. E. Mayer, “Should there be a three-strikes rule against pure discovery learning?,” Am. Psychol., vol. 59, no. 1, p. 14, 2004,
doi: 10.1037/0003-066X.59.1.14.
[17] H. Caldwell, E. Whewell, and R. Heaton, “The impact of visual posts on creative thinking and knowledge building in an online community of educators,” Think. Ski. Creat., vol. 36, no. September 2018, p. 100647, 2020,
doi: 10.1016/j.tsc.2020.100647.
[18] J. Haase, E. V. Hoff, P. H. P. Hanel, and Å. Innes-Ker, “A Meta-Analysis of the Relation between Creative Self-Efficacy and Different Creativity Measurements,” Creat. Res. J., vol. 30, no. 1, pp. 1–16, 2018,
doi: 10.1080/10400419.2018.1411436.
[19] R. Moirano, M. A. Sánchez, and L. Štěpánek, “Creative interdisciplinary collaboration: A systematic literature review,” Think. Ski. Creat., vol. 35, no. December 2019, 2020,
doi: 10.1016/j.tsc.2019.100626.
[20] L. Cohen, L. Manion, and K. Morrison, Research Methods in Education, 8th ed. Oxon: Routledge, 316AD,
ISBN: 9780415583350.
[21] L. Zeng, R. W. Proctor, and G. Salvendy, “User-based assessment of website creativity: A review and appraisal,” Behav. Inf. Technol., vol. 31, no. 4, pp. 383–400, 2012,
doi: 10.1080/01449291003686203.
[22] B. A. de Leng, D. H. J. M. Dolmans, R. Jöbsis, A. M. M. Muijtjens, and C. P. M. van der Vleuten, “Exploration of an e-learning model to foster critical thinking on basic science concepts during work placements,” Comput. Educ., vol. 53, no. 1, pp. 1–13, 2009,
doi: 10.1016/j.compedu.2008.12.012.
[23] M. Hennig, B. Mertsching, and F. Hilkenmeier, “Situated mathematics teaching within electrical engineering courses,” Eur. J. Eng. Educ., vol. 40, no. 6, pp. 683–701, 2015,
doi: 10.1080/03043797.2014.1001820.
[24] S. McClellan, “Teaching critical thinking skills through commonly used resources in course-embedded online modules,” Coll. Undergrad. Libr., vol. 23, no. 3, pp. 295–314, 2016,
doi: 10.1080/10691316.2014.987416.
[25] E. A. Boa, A. Wattanatorn, and K. Tagong, “The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students,” Kasetsart J. Soc. Sci., vol. 39, no. 1, pp. 81–89, 2018,
doi: 10.1016/j.kjss.2018.01.001.
[26] M. Jou, Y. T. Lin, and D. W. Wu, “Effect of a blended learning environment on student critical thinking and knowledge transformation,” Interact. Learn. Environ., vol. 24, no. 6, pp. 1131–1147, 2016,
doi: 10.1080/10494820.2014.961485.
[27] N. Alias and S. Siraj, “Design And Development Of Physics Module Based On Learning Style And Appropriate Technology By Employing Isman Instructional Design Model,” Turkish Online J. Educ. Technol., vol. 11, no. 4, pp. 84–93, 2012.
[28] M. Cáceres, M. Nussbaum, and J. Ortiz, “Integrating critical thinking into the classroom: A teacher’s perspective,” Think. Ski. Creat., vol. 37, p. 100674, 2020,
doi: 10.1016/j.tsc.2020.100674.
[29] E. D. Gutiérrez, M. A. Trenas, F. Corbera, J. Ramos, and S. Romero, “An experience of e-assessment in an introductory course on computer organization,” Procedia Comput. Sci., vol. 18, pp. 1436–1445, 2013,
doi: 10.1016/j.procs.2013.05.311.
[30] D. F. Halpern, K. Millis, A. C. Graesser, H. Butler, C. Forsyth, and Z. Cai, “Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning,” Think. Ski. Creat., vol. 7, no. 2, pp. 93–100, 2012,
doi: 10.1016/j.tsc.2012.03.006.
[31] N. Behnamnia, A. Kamsin, and M. A. B. Ismail, “The landscape of research on the use of digital game-based learning apps to nurture creativity among young children: A review,” Think. Ski. Creat., vol. 37, p. 100666, 2020,
doi: 10.1016/j.tsc.2020.100666.
[32] E. Hutton and S. S. Sundar, “Can video games enhance creativity? Effects of emotion generated by dance dance revolution,” Creat. Res. J., vol. 22, no. 3, pp. 294–303, 2010,
doi: 10.1080/10400419.2010.503540.
[33] S. Das, “On two metaphors for pedagogy and creativity in the digital era: Liquid and solid learning,” Innov. Educ. Teach. Int., vol. 49, no. 2, pp. 183–193, 2012,
doi: 10.1080/14703297.2012.677594.
[34] K. O. Boahene, J. Fang, and F. Sampong, “Social media usage and tertiary students’ academic performance: Examining the influences of academic self-efficacy and innovation characteristics,” Sustain., vol. 11, no. 8, pp. 1–17, 2019,
doi: 10.3390/su11082431.
[35] I. Literat, “Facilitating creative participation and collaboration in online spaces: the impact of social and technological factors in enabling sustainable engagement,” Digit. Creat., vol. 28, no. 2, pp. 73–88, 2017,
doi: 10.1080/14626268.2017.1322988.
[36] M. Pacansky-Brock, Best Practices for Teaching with Emerging Technologies. 2017,
ISBN: 9781136216640.
[37] S. H. A. Rahman, “Can’t Live without my FB, LoL: The Influence of Social Networking Sites on the Communication Skills of TESL Students,” Procedia - Soc. Behav. Sci., vol. 134, pp. 213–219, 2014,
doi: 10.1016/j.sbspro.2014.04.241.
[38] P. San-Valero, A. Robles, M. V. Ruano, N. Martí, A. Cháfer, and J. D. Badia, “Workshops of innovation in chemical engineering to train communication skills in science and technology,” Educ. Chem. Eng., vol. 26, pp. 114–121, 2019,
doi: 10.1016/j.ece.2018.07.001.
[39] V. P. Glaveanu, I. J. Ness, and C. de Saint Laurent, “Creativity, Learning and Technology: Opportunities, Challenges and New Horizons,” Creat. Res. J., vol. 32, no. 1, pp. 1–3, 2020,
doi: 10.1080/10400419.2020.1712167.
[40] J. Hoffmann, Z. Ivcevic, and M. Brackett, “Creativity in the Age of Technology: Measuring the Digital Creativity of Millennials,” Creat. Res. J., vol. 28, no. 2, pp. 149–153, 2016,
doi: 10.1080/10400419.2016.1162515.
[41] R. Barker, “Creatives talk technology: exploring the role and influence of digital media in the creative process of advertising art directors and copywriters,” Media Pract. Educ., vol. 20, no. 3, pp. 244–259, 2019,
doi: 10.1080/25741136.2018.1464741.
[42] J. Hunter, Technology Integration and High Possibility Classrooms - Building from Tpack, vol. 1. 2003,
ISBN: 9781138781337.
[43] J. F. Martínez-Cerdá, J. Torrent-Sellens, and I. González-González, “Socio-technical e-learning innovation and ways of learning in the ICT-space-time continuum to improve the employability skills of adults,” Comput. Human Behav., vol. 107, 2020,
doi: 10.1016/j.chb.2018.10.019.
[44] D. Hernández-Torrano and L. Ibrayeva, “Creativity and education: A bibliometric mapping of the research literature (1975–2019),” Think. Ski. Creat., vol. 35, no. September 2019, p. 100625, 2020,
doi: 10.1016/j.tsc.2019.100625.
[45] D. S. Daramola, M. B. Bello, A. R. Yusuf, and I. O. O. Amali, “Creativity level of hearing impaired and hearing students of federal college of education,” Int. J. Instr., vol. 12, no. 1, pp. 1489–1500, 2019.
doi: 10.29333/iji.2019.12195a.
[46] E. T. Priyatni et al., “The Measurement and Prediction of Managerial Creativity The Measurement and Prediction of Managerial Creativity,” Creat. Res. J., vol. 28, no. 1, pp. 19–29, 2018,
doi: 10.1207/S15326934CRJ1334_14.
[47] Y. Trisnayanti, A. Khoiri, Miterianifa, and H. D. Ayu, “Development of Torrance test creativity thinking (TTCT) instrument in science learning,” AIP Conf. Proc., vol. 2194, no. December, 2019,
doi: 10.1063/1.5139861.
[48] S. Fleury, A. Agnès, R. Vanukuru, E. Goumillout, N. Delcombel, and S. Richir, “Studying the effects of visual movement on creativity,” Think. Ski. Creat., vol. 36, no. February, 2020,
doi: 10.1016/j.tsc.2020.100661.
[49] G. S. Aikenhead, Science Education for Everyday Life: Evidence-based Practice (Ways of Knowing in Science & Mathematics), Amsterdam: Teachers College Press, 2005,
ISBN: 9780807746349.
[50] S. Said-Metwaly, W. Van den Noortgate, and E. Kyndt, “Approaches to Measuring Creativity: A Systematic Literature Review,” Creat. Theor. – Res. - Appl., vol. 4, no. 2, pp. 238–275, 2018,
[51] N. Y. Rustaman, “Mewujudkan Sistem Pembelajaran Sains / Biologi Berorientasi Pengembangan Literasi Peserta, Mewujudkan Sistem Pembelajaran Rustaman , Mewujudkan Sistem Pembelajaran KS-2,” no. April, pp. 1–8, 2017.
[52] H. M. Vo, C. Zhu, and N. A. Diep, “The effect of blended learning on student performance at course-level in higher education: A meta-analysis,” Stud. Educ. Eval., vol. 53, pp. 17–28, 2017,
doi: 10.1016/j.stueduc.2017.01.002.
[53] J. T. Hope and W. J. Allen, “Student Competitive Events : A Strategy for Integrating a STEM Block in Public Schools,” Proc. Soc. Inf. Technol. Teach. Educ. Int. Conf. 2012, pp. 3852–3856, 2009.
[54] R. E. Yager, Inquiry: the key to exemplary science, NSTA press, pp. 47-2139-47–2139, 2013,
ISBN: 9781935155041.
[55] M. T. Mohammad and Z. T. Al ali, “A Hybrid Spiral Project Based Learning Model for Microprocessor Course Teaching,” Kurdistan J. Appl. Res., vol. 2, no. 3, pp. 125–130, 2017,
doi: 10.24017/science.2017.3.36.
[56] M. Haghparast, F. H. Nasaruddin, and N. Abdullah, “Cultivating Critical Thinking Through E-learning Environment and Tools: A Review,” Procedia - Soc. Behav. Sci., vol. 129, pp. 527–535, 2014.
[57] S. C. Yang, “E-critical/thematic doing history project: Integrating the critical thinking approach with computer-mediated history learning,” Comput. Human Behav., vol. 23, no. 5, pp. 2095–2112, 2007,
doi: 10.1016/j.chb.2006.02.012.
[58] M. Claro et al., “Assessment of 21st century ICT skills in Chile: Test design and results from high school level students,” Comput. Educ., vol. 59, no. 3, pp. 1042–1053, 2012,
doi: 10.1016/j.compedu.2012.04.004.
[59] T. C. Nakano and S. M. Wechsler, “Creativity and innovation: Skills for the 21stcentury | Criatividade e inovação: Competências para o século XXI,” Estud. Psicol., vol 35, no. 3, pp. 237–246, 2018,
doi: 10.1590/1982-02752018000300002.
[60] S. ŽivkoviĿ, “A Model of Critical Thinking as an Important Attribute for Success in the 21st Century,” Procedia - Soc. Behav. Sci., vol. 232, no. April, pp. 102–108, 2016,
doi: 10.1016/j.sbspro.2016.10.034.
[61] S. Spuzic et al., “The synergy of creativity and critical thinking in engineering design: The role of interdisciplinary augmentation and the fine arts,” Technol. Soc., vol. 45, pp. 1–7, 2016,
doi: 10.1016/j.techsoc.2015.11.005.
[62] S. J. Lou, Y. C. Chou, R. C. Shih, and C. C. Chung, “A study of creativity in CaC 2 steamship-derived STEM project-based learning,” Eurasia J. Math. Sci. Technol. Educ., vol. 13, no. 6, pp. 2387–2404, 2017,
doi: 10.12973/eurasia.2017.01231a.
[63] S. H. R. Wong, “Where Creativity Meets Technology: A Library-led, Multi-disciplinary Online Showcase for Artworks, Creative Writings, and Movies Displayed with 3D and HTML5 Technology,” New Rev. Acad. Librariansh., vol. 21, no. 2, pp. 206–215, 2015,
doi: 10.1080/13614533.2015.1031257.
[64] L. E. Mohtar, L. Halim, and S. Sulaiman, “Dependence on Creativity Characteristics as Observed during the Implementation of Laboratory Activities,” Creat. Educ., vol. 06, no. 11, pp. 1168–1177, 2015.
Refbacks
- There are currently no refbacks.
