The purpose of this chapter is to describe an instructional approach that was successfully used for making blended learning decisions for a variety of federal government agencies in order to improve critical thinking skills. The intended audiences comprised adult learners who were operational personnel that required training on new systems to be able to use them to assist in making decisions requiring the application of critical thinking ability. The value of this rationale is its universal applicability because it is not restricted to typical considerations of the logistics of the learning environment, program costs, or training schedule as are most other delivery media determinations. In this regard, it is a collaborative choice based on learner requirements, learning type, and learning environment, rather than institutional need. Additionally, it provides a methodology for matching these considerations to a proper blended learning component mix based on considerations of required level of student comprehension, the nature of the content to be absorbed, and the required proficiency level of the learner.

This study investigated conditions that affect the acquisition and application of strategic plans in geometric proof instruction. Factors examined included method of instructional presentation, type of knowledge presented, and cognitive problem-solving style. A group of 96 ninth and tenth grade boys and girls were divided into four groups according to cognitive problem-solving style, completed one of four instructional units varying according to presentation method and type of knowledge, and completed two posttests. Results indicated that cognitive style and presentation method are important interacting variables in strategic plan formation and goal transformation.