Navigating new terrain: Designing blended learning to develop digital literacies for students in a tertiary institution
type: CreativeWork
description: The way blended learning, the integration of online with face-to-face learning and teaching (Garrison & Kanuka, 2004), is designed impacts on how learning and teaching will be implemented. For current tertiary learning design in New Zealand, it is central to explore which pedagogical practices might be part of a blended design to engage Māori and non-Māori students and enhance digital information literacy. Within this study, digital information literacy is identified as being intertwined with content learning and, as such, digital information literacy has become a vital component of students' tertiary learning. I found limited literature pertaining to blended learning design and online affordances to foster students' digital literacies and digital information literacy in particular. Furthermore, additional research seems required that presents a holistic view of applying Māori pedagogical concepts and practices online. This research investigated some of the points at which a range of contemporary learning and teaching issues connect, which have been little researched before in a combined way at a mainstream tertiary institution. With this in mind, the overall aim of this research was to critically examine how blended learning can be designed to support digital literacies and digital information literacy in particular. To achieve this aim, an inter(vent)tion with multiple resources was designed and developed, informed by research and existing projects. Questions were posed which explored students' and teachers' experiences of blended learning design and digital information literacy, how to support independent learning in such a design, the existing strategies and resources to support digital information literacy, the importance of active learning and teaching and of embedding digital information literacy by aligning development with learning outcomes and assessment demands, the application of Māori pedagogical concepts and practices that support Māori and non-Ma…
abstract: The way blended learning, the integration of online with face-to-face learning and teaching (Garrison & Kanuka, 2004), is designed impacts on how learning and teaching will be implemented. For current tertiary learning design in New Zealand, it is central to explore which pedagogical practices might be part of a blended design to engage Māori and non-Māori students and enhance digital information literacy. Within this study, digital information literacy is identified as being intertwined with content learning and, as such, digital information literacy has become a vital component of students' tertiary learning. I found limited literature pertaining to blended learning design and online affordances to foster students' digital literacies and digital information literacy in particular. Furthermore, additional research seems required that presents a holistic view of applying Māori pedagogical concepts and practices online. This research investigated some of the points at which a range of contemporary learning and teaching issues connect, which have been little researched before in a combined way at a mainstream tertiary institution. With this in mind, the overall aim of this research was to critically examine how blended learning can be designed to support digital literacies and digital information literacy in particular. To achieve this aim, an inter(vent)tion with multiple resources was designed and developed, informed by research and existing projects. Questions were posed which explored students' and teachers' experiences of blended learning design and digital information literacy, how to support independent learning in such a design, the existing strategies and resources to support digital information literacy, the importance of active learning and teaching and of embedding digital information literacy by aligning development with learning outcomes and assessment demands, the application of Māori pedagogical concepts and practices that support Māori and non-Ma…
author: Schwenger, Bettina
license: https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
date published: 2019
date modified: 2026-07-24T01:02:40Z
provider: University of Auckland
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: ResearchSpace@Auckland

PropertyValue
property ID: Handle
value: https://hdl.handle.net/2292/49253