دانلود رایگان مقاله تفکر انعطاف پذیر در یادگیری: اندازه وجود اختلاف فردی برای یادگیری در فناوری پیشرفته

abstract

In an era of global changes, flexible thinking is a key competency, necessary for learning in technology-enhanced environments. Advancements in instructional science and educational technologies call for an updated conceptualization of ‘flexible thinking’ to address current educational challenges. Echoing this need, the goal of this study was to reconceptualize flexible thinking and to generate a valid and reliable instrument for measuring an individual's inclination to think flexibly in contemporary learning situations. A Six-stage study was designed to assess and validate the new instrument. As a result, the Flexible Thinking in Learning (FTL) scale was generated, consisting of three subscales: Acceptance of new or changing technologies, Open-mindedness to others' ideas, and Adapting to changes in learning situations. Within the framework of the current study, findings confirmed the FTL scale's content, construct, and concurrent validity, indicating stability across populations and over time. Consequently, the FTL scale may serve as both a research instrument and a self-assessment tool. It may assist in the evaluation of learners' inclination to think flexibly or in explaining individual differences regarding the utilization of new learning methods. Yet, generalizability should be carefully considered and additional studies should be conducted to examine the FTL scale among learners from different age groups and academic background.

4. Conclusion, implications, and limitations

The FTL questionnaire was designed to serve as both a research instrument and a self-assessment tool. It may assist in the evaluation of learners' dispositional inclination to think flexibly or assist in explaining individual differences regarding the utilization of new learning methods or new technologies. Learners can use the FTL questionnaire as a reflective tool, raising awareness to their own strengths and weaknesses. Researchers can use it for examining the degree to which pedagogical interventions may affect learners' flexible thinking. Future research tied to FTL can address questions, such as: Whether and how can flexible thinking in learning be enhanced? Does flexible thinking depend on the learning contents or context? What are the relationships between flexible thinking and collaborative learning? The study of these important questions may promote the growing body of knowledge on learning in an era of rapid changes and reforms. Whilst the validity and reliability of the FTL questionnaire were established through a rigorous six-stage study, limitations should be noted as well as recommendations for further research. The FTL scale was assessed by measuring ratings of undergraduate students who were enrolled in a variety of education and teaching diploma courses. We specifically targeted this population since the FTL scale was designed to examine flexible thinking in the process of learning. However, this led to a high percentage of female respondents. Although our population is in line with the female/male ratio in undergraduate education programs (AACTE, 2013), for wider generalizability, the FTL questionnaire should be examined in other learning situations and educational contexts. This may include learners from diverse age groups, academic backgrounds, ethnicities, and nationalities. Therefore, although our study indicated promising results for the FTL scale's validity and reliability, further examination should be conducted to meet the growing concern about reproducibility of social and cognitive studies (Open Science Collaboration, 2015).