The cognitive effect of teaching by computer: technology and critical thinking A Comparative study

Blended learning which is a mixture of various learning strategies and delivery methods to optimize the learning experience of the users. The objective of this study was to compare a designed blended educational method with classical face to face method in the cognitive and metacognitive effect of the program on the students. A comparative study was conducted amongst 41 first year nursing students of Jahrom University of Medical Sciences who participated in the course of mental diseases in 2008–2009. The students were randomly divided into two groups of face to face and blended educational methods. The tests used in this research included a short form of Metacognition Test (mcq 30). There was a significant increase in student’s metacognition in both groups after conducting of the course. There was a significant relationship between teaching, student’s final score and student’s metacognition. The mean of final scores of the students who participated in blended educational group was significantly more than that of those who participated in face to face teaching approach. The use of blended educational method is recommended for teaching in Medical and Paramedical sciences.

Keywords:

Face to face education , Educational Psychology , Active Learning , Computer Uses in Education , Academic achievement , Metacognition