Share Paper: The effectiveness of the blended learning approach on digital literacy of middle school students with different daily Internet usage patterns
Abstract: This study examined changes to middle school students’ digital literacy after engagement in a blended, technology-rich, project-based learning (BTP) environment. Guided by the social constructivist epistemology and the European Union’s DigComp 2.0 framework, this study attempted to understand how students’ digital literacy changes in a BTP environment differed, with respect to participants’ levels of daily Internet access time, and daily Internet usage purposes. Thus, this study applied a cross-sectional case study approach to middle-school participants of a BTP after-school program, across the spring and fall semesters of 2017 and 2018. Eighty middle school students completed the whole program and provided ...