Written Analysis on Emerging Trends in Education

OLOPSC COLLEGE DEPARTMENT

DIGITAL LITERACY: A PREREQUISITE FOR EFFECTIVE LEARNING

TO ADDRESS THE CHALLENGES AND ISSUES IN BLENDED
LEARNING ENVIRONMENT
by:
ENFESTAN, CHAREI THERESE A.
Certificate in Teaching Program

Submitted to:
MS. MA. APASRA R. SOMO, MAEd
October 24, 2024

INTRODUCTION
Digital technology has become an integrated part of education (Benson and Kolsaker,

2015) and is changing the ways today’s students learn (Coccoli et al., 2014). Digital

technology includes a wide range of computing hardware and software, e.g. mobile

devices, web tools, application software, communications and storage services, etc.

(Mohammadyari and Singh, 2015; Ng, 2012). Students use digital technology for such

learning activities as reading and sending email, accessing learning management

systems, reading e‐journals or e‐ books, doing online quizzes, participating in discussion

forums, and so on (Jones et al., 2010; Waycott et al., 2010).

Educational institutions are taking advantage of advances in digital technology to engage

their students with various teaching and learning modes. One such mode is blended

learning (Porter et al., 2014) which integrates technologies into the learning delivery

process, and hopefully overcomes some limitations of face‐to‐face classroom learning

(Akkoyunlu and Yılmaz‐Soylu, 2008). Blended learning allows students to learn anytime,

anywhere, and in the way, they want to. Complementing face‐to‐face classroom teaching
with online learning (Coccoli et al., 2014), blended learning has become popular among

educational institutions.

Blended learning in the Philippines is still considered new and young. It has propelled into

mainstream education in recent years with the help of digital technology. Commonly

available digital devices and the Internet have made access to learning resources such

as learning management systems, online libraries, digital media, etc. convenient and

flexible for both lecturers and students. However, this growing demand for blended

learning possesses problems and challenges that are noteworthy to investigate,

specifically in emerging higher education institutions, which hinder effective and efficient

delivery of teaching and learning.

Blended learning

A learning delivery approach which blends face‐to‐face classroom learning and online

learning, blended learning provides such flexibility as anytime and anywhere access to

learning management systems (LMS). An LMS provides an online delivery platform for

lecturers and students to share learning resources, equipping them with useful system

tools and functions (Glogowska et al., 2011; De Smet et al., 2012). Blended learning

promotes independent learning and online cooperation, and yet retains some face‐to‐face

classroom teaching (Deschacht and Goeman, 2015). The basic premise is to

complement face‐to‐face classroom learning by giving students the learning flexibility as

enabled by digital technology.

Given limited classroom space and increasing student number, blended learning seems

to be a feasible solution (Garrison and Vaugha, 2013) which meets the needs of students,

educators, and universities (Moskal, Dziuban and Hartman, 2013). Blended learning
brings some benefits, e.g. higher classroom efficiency, greater teaching flexibility, more

convenience for students, and better learning engagement (Owston, York and Murtha,

2013). Deschacht and Goeman (2015) analysed two groups of first‐year university

students to understand if blended learning had an effect on their academic performance.

Kember et al. (2010) find that blended learning is not just about using LMS as an online

repository of learning materials. Instead, educators should incorporate learning

activities that engage students to foster active learning. Coccoli et al. (2014) explain that

knowing technology alone is not enough for success in learning; equally important is that

one needs to have the right competencies and attitudes. A study by Owston, York and

Murtha (2013), which analysed how student perceptions of blended learning could have

affected their course grade, showed that compared to low‐achieving students, high‐

achieving students were more satisfied with their blended learning courses, claiming that

these courses were more convenient, more engaging, and they learned better. Low‐

achieving students might find blended learning courses challenging if they lack

independent study skills or if the difficulty level of the subject matter is high.

Benefits of Blended Learning

The use of blended-based instruction allows more engagement, and it increases students’

participation (Baragash & Al-Samarraie, 2018; Bowyer & Chambers, 2017; Morton, Saleh,

Smith, Hemani, Ameen, Bennie, & Toro-Troconis, 2016; Palmer, Lomer, & Bashliyska,

2017). In a case study presented by (Benson, Anderson and Ooms, 2011), it was revealed

that majority of the participants had reported an appreciation to the utilization of ICT-

based instruction using blended learning approach. Arguably, despite some degree of

concerns on the use of web-based instruction, such as timeconsuming, more rigorous in

teaching-learning preparations, and not all faculty members are inclined towards blended-

based instruction, most of the academic staff have acknowledged its positive benefits in

integrating with physical teaching approach. (Gedik, Kiraz and Ozden, 2013) discuss that

the use of blended-based instruction allows more engagement, and it increases students’

participation.

Additionally, the concept of blended learning has been described as hybrid instructional

approach that delivers positive opportunities for students’ learning (Jokinen & Mikkonen,

2013). Results pointed out that collaborative planning, as described by most teachers,

provide opportunities to enhance and to develop teachers’ instruction in a blended

learning environment. This helps teachers to ensure alignment of learning objectives with

learning contents and activities; hence, it tends to be more holistic by integrating the

instructional activities into wider teaching approach than of several smaller learning tasks.

This explains that in the context of blended-based teaching, both components are

intertwined. It differentiates and provides personalization towards attaining intended

learning outcome (Arnesen, Graham, Short, & Archibald, 2019; Challob, Bakar, & Latif,

2016; Ward, 2016)

Challenges of Blended Learning

In terms of the challenges on the use of blended learning (Albiladi & Alshareef, 2019;

Bataineh & Mayyas, 2017; Crawford & Jenkins, 2017; Medina, 2018; Shand & Farrelly,

2018), studies have shown that not all faculty members are inclined towards blended-

based instruction (Benson et al., 2011). Some still considered the use of ICT as “time-

consuming” (Benson et al., 2011, p.148). For example, it was revealed that preparations

for lecture or teaching materials design and development on web-based platform require
more time than face-to-face interaction. Some believe that the use of hybrid approach is

more rigorous when it comes to teaching and learning preparations. This explains the

idea presented by (Ma'arop and Embi, 2016) where they described blended learning as

a burden, both physically and cognitively. Meaning, educators see the need to spend

more time like designing the course platform, uploading of instructional materials,

answering queries and evaluating students’ online outputs. Thus, it increases their

workload, such as the time required (Alebaikan & Troudi, 2010).

Today’s students are familiar with digital technology and generally know how to access,

create, and share digital information (Ting, 2015). (Greene, Yu and Copeland, 2014)

suppose that to be digitally literate, one not only needs to be able to search and manage,

but also to scrutinise and integrate digital information. Although today’s students are

generally considered tech‐savvy, many of them find it difficult to do so effectively. They

conclude that students need to acquire planning, monitoring, and controlling skills in

relation to information management, as well as critical thinking skills. (Gilster, 1997)

supports the notion that to be digitally literate, one does not just know how to find

information from the web, but also has the ability to understand and assemble information

from different print or digital sources. Digital literacy involves the mastery of ideas, and

is not just about using the technology itself.

In addition, blended learning is reported to have increased student dropout rates

(Deschacht and Goeman, 2015). One reason could be that unlike face‐to‐face classroom

learning, blended learning requires a certain level of self‐directed learning. (Phillips,

Turnbull and He, 2015) propose that self‐directed learning readiness is linked to three

factors, i.e. self‐control, self‐management, and desire for learning. (Prior et al. 2016) find
that students who have strong self‐efficacy are more confident, independent, and

motivated. They conclude that a positive student attitude and high digital literacy can

improve self‐efficacy, which in turn contributes positively to such online behaviours as

peer engagement, learning management system interaction, and convener

interaction. Thus, by helping students to develop digital literacy, lecturers can also help

foster self‐directed learning among the students.

CONCLUSION

In conclusion, there are a lot of challenges associated with integrating blended learning

into the online higher education system, but there are also a lot of opportunities for the

country's educational future. Blended learning is becoming increasingly prevalent in the

fast-changing educational landscape of today. This creative method creates a dynamic

and flexible learning environment by fusing digital technologies with traditional classroom

education. Blended learning enhances educational experiences in novel ways by

addressing the varied requirements of students and utilizing a range of tools and

techniques.

One of the most important skills in the twenty-first century is "digital literacy," which is the

capacity to use a variety of digital devices to efficiently and critically access, evaluate,

and create information. Digital literacy improves the entire educational experience of

young students and offers access to new learning possibilities, especially for those

receiving special education services. Access to high-quality, equitable educational

experiences is made easier in special education settings through the integration of

assistive technology and blended learning. This overlap guarantees that every student

may engage completely in the learning process, regardless of their skill level.
Teachers may foster a more inclusive atmosphere where all students have the chance to

thrive by offering a variety of learning routes. Additionally, the effectiveness of blended

learning programs depends heavily on students' motivation and engagement. Crucial

strategies for increasing satisfaction with learning and retention rates include developing

individualized assistance, fostering a sense of community and cooperation among

students and producing dynamic and captivating online material. Despite these

challenges, there are many potential benefits to blended learning for higher education,

such as increased accessibility, flexibility, and scalability for learning possibilities. The

country can use blended learning's innovative potential to build a more inclusive,

equitable, and resilient educational system that is appropriate for the twenty-first century

by working together and coming up with innovative solutions to the aforementioned

issues.

REFERENCES

Akkoyunlu, B. and Yılmaz‐Soylu, M. (2008) “Development of a Scale on Learners' Views

on Blended Learning and its Implementation Process”, Internet and Higher Education,
Vol. 11, pp. 26‐32.
Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and
learning: A review of the current literature. Journal of Language Teaching and Research,
10(2), 232-238. DOI: http://dx.doi.org/10.17507/jltr.1002.03
Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: Challenges
and Perspectives. ALT-J, 18(1), 49-59. DOI:
https://doi.org/10.1080/09687761003657614
Arnesen, K. T., Graham, C. R., Short, C. R., & Archibald, D. (2019). Experiences with
personalized learning in a blended teaching course for preservice teachers. Journal of
Online Learning Research, 5(3), 251-274.
Baragash, R. S., & Al-Samarraie, H. (2018). Blended learning: Investigating the influence
of engagement in multiple learning delivery modes on students’ performance. Telematics
and Informatics, 35(7), 2082-2098. DOI: https://doi.org/10.1016/j.tele.2018.07.010
Benson, V., Anderson, D., & Ooms, A. (2011). Educators’ perceptions, attitudes and
practices: Blended learning in business and management education. Research in
Learning Technology, 19(2), 143-154. DOI:
https://doi.org/10.1080/21567069.2011.586676
Benson, V. and Kolsaker, A. (2015) “Instructor Approaches to Blended Management
Learning: A Tale of Two Business Schools”, The International Journal of Management
Education, Vol. 13, No. 3, pp. 316‐325.
Coccoli, M., Guercio, A., Maresca, P. and Stanganelli. L. (2014) “Smarter Universities: A
Vision for the Fast-Changing Digital Era”, Journal of Visual Languages and Computing,
Vol. 25, pp. 1003‐1011.
Deschacht, N. and Goeman, K. (2015) “The Effect of Blended Learning on Course
Persistence and Performance of Adult Learners: A Difference‐In‐Differences Analysis”,
Computers & Education, Vol. 87, pp. 83‐89.
Garrison, D.R. and Vaughan, N.D. (2013) “Institutional Change and Leadership
Associated with Blended Learning Innovation: Two Case Studies”, Internet and Higher
Education, Vol. 18, pp. 24‐28.
Glogowska, M., Young, P., Lockyer, L. and Moule, P. (2011) “How ‘Blended’ is Blended
Learning?: Students' Perceptions of Issues around the Integration of Online and Face‐
To‐Face Learning in a Continuing Professional Development (CPD) Health Care
Context”, Nurse Education Today, Vol. 31, pp. 887‐891.
Gedik, N., Kiraz, E. & Ozden, Y. (2013). Design of a blended learning environment:
Considerations and implementation issues. Australasian Journal of Educational
Technology, 29(1), 1-19. DOI: https://doi.org/10.14742/ajet.6
Greene, J.A., Yu, S.B. and Copeland, D.Z. (2014) “Measuring Critical Components of
Digital Literacy and their Relationships with Learning”, Computers & Education, Vol. 76,
pp. 55‐69.
Gilster, P. (1997) Digital literacy, Wiley, New York.
Jokinen, P., & Mikkonen, I. (2013). Teachers' experiences of teaching in a blended
learning environment. Nurse Education in Practice, 13(6), 524-528. DOI:
https://doi.org/10.1016/j.nepr.2013.03.014
Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010) “Net Generation or Digital
Natives: Is there A Distinct New Generation Entering University?”, Computers &
Education, Vol. 54, pp. 722‐732.
Mohammadyari, S. and Singh, H. (2015) “Understanding the Effect of E‐Learning on
Individual Performance: The Role of Digital Literacy”, Computers & Education, Vol. 82,
pp. 11‐25.
Moskal, P., Dziuban, C. and Hartman, J. (2013) “Blended Learning: A Dangerous Idea?”,
Internet and Higher Education, Vol. 18, pp. 15‐23.
Owston, R., York, D. and Murtha, S. (2013) “Student Perceptions and Achievement in a
University Blended Learning Strategic Initiative”, Internet and Higher Education, Vol. 18,
pp. 38‐46.
Phillips, B. N., Turnbull, B. J. and He, F. X. (2015) “Assessing Readiness for Self‐Directed
Learning within A Non‐Traditional Nursing Cohort”, Nurse Education Today, Vol. 35, pp.
e1–e7.
Porter, W.W., Graham, C.R., Spring, K.A. and Welch, K.R. (2014) “Blended Learning in
Higher Education: Institutional Adoption and Implementation”, Computers & Education,
Vol. 75, pp. 185‐195.
Prior D. D., Mazanov, J., Meacheam, D., Heaslip, G. and Hanson J. (2016) “Attitude,
Digital Literacy and Self Efficacy: Flow‐ On Effects for Online Learning Behavior”, Internet
and Higher Education, Vol. 29, pp. 91‐97.