Blended learning model in teaching media literacy

Барський, Вадим Рудольфович; Барский, Вадим Рудольфович; Barskyi, Vadym R.; Dvornichenko, Darina

Blended learning model in teaching media literacy

Файли

49-56.pdf (823.74 KB)

Дата

2021

Автори

Барський, Вадим Рудольфович

Барский, Вадим Рудольфович

Barskyi, Vadym R.

Dvornichenko, Darina

Анотація

This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Re-search & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of deriving an understanding of progress made by students, as well as analysing the fluctua-tions in students’ self-assessment of their own media literacy skills. The study also examined quantitative data to deter-mine how many learners completed the course and how useful it was for them. By comparing the data from students who completed the online course combined with face-to-face sessions and those who completed the online course with-out attending face-to-face sessions, the research examined the benefits of blended learning model. It was found that the blended learning model turned out to be more effective in comparison with the ubiquitous learning model despite the uniformity of learning content. The findings and analysis offer several insights of blended-learning model and its appli-cation in formal and non-formal education.

Ключові слова

blended learning, Massive Open Online Course (MOOC), media literacy, ubiquitous learning, critical thinking

Бібліографічний опис

Science and Education