Abstract
AbstractIn the swiftly evolving realm of education, digital learning has emerged as a transformative force, revolutionizing how learners and educators interact with knowledge. This paper delves into the intricate interplay between digital learning abilities, instructional design, and learner support, particularly within the context of blended learning, where traditional educational paradigms merge with technological advancements. Blended learning, the fusion of in-person and digital instruction, necessitates a delicate equilibrium to unleash its full potential. We explore the multifaceted attributes that underpin self-regulation within these environments, such as authenticity, personalization, and scaffolding. Moreover, we investigate how blended learning’s effectiveness transcends various educational domains, from vocational schools to mathematics education and entrepreneurship training. The paper underscores the significance of comprehensive learner support and skillful instructional design. It highlights the symbiotic relationship between blended learning and the cultivation of digital literacy, encompassing not just technical prowess but also critical thinking and purposeful digital engagement. As educators embrace these insights, they stand poised to create dynamic educational experiences that empower students for the digital age.
Funder
First National Vocational Education, Teacher and Teaching Innovation Project
Beijing Information Technology College-funded Project of Optimization Research on Online Learners’ Learning Behaviours from the perspective of Digital Literacy
Beijing Higher Education and Teaching Reform Project
Publisher
Springer Science and Business Media LLC
Subject
Economics and Econometrics
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