The Role of Self-Directed Learning Readiness and Critical Thinking Disposition in Students’ Interaction in Blended Learning Environment

Introduction: Since electronic interaction of students in teaching-learning process in blended learning as well as identification of factors influencing it are essential, this study aimed to investigate the role of self-directed learning readiness and critical thinking disposition in Nursing and Midwifery students’ interaction in blended learning environment. Methods: This descriptive study was performed on all undergraduate students studying at Nursing and Midwifery school of Mashhad University of Medical Sciences (764 students) in 2013-2014 academic years. The sample included 260 subjects who were selected through stratified sampling method using Krejcie and Morgan’s table. The data were collected through Fisher’s Self-Directed Learning Readiness Scale, Ricketts' critical thinking disposition questionnaire, and a questionnaire regarding students’ attitudes toward interactions in blended learning environment. The collected data were analyzed using MANOVA and hierarchical multiple regression. Results: Most students strongly agreed with interaction in blended learning environment (92 percent). A significant difference was found among different aspects of males and females’ self-directed learning readiness (f=15.57 and p<0.01). Self-control, self-management, willingness to learn from self-directed learning levels, and innovation out of critical thinking disposition components were variables that predicted students’ attitudes toward the interaction in blended learning environment (f=24.5 and p<0.01). Conclusion: This study showed that students had a positive attitude toward the interaction in blended learning environment. Therefore, it is recommended to focus on and use the blended learning approach in the current educational system.