The Development Blended Learning Model Through the Use of Active Learning to Enhance Information Literacy of Undergraduate Students
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Published
Jun 21, 2024
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Abstract
The objective of this research was to develop a blended learning model through the use of active learning to enhance information literacy of undergraduate students. The samples size was 62 undergraduate students that were selected using a cluster random sampling method. Those were been divided into two groups: 30 students in the experimental group and 32 students in the control group. Research instruments employed were as follows: 1) A needs assessment questionnaires, 2) A Questionnaire on Student Learning Behaviors, 3) A teaching model, 4) Lesson plans, 5) An information literacy assessment, and 6) An assessment to validify the teaching model. Data obtained were analyzed using mean, standard deviation, t-test independent, and effect size statistics.
The findings revealed that the model consisted of five components including learners, facilitators, various teaching methods, digital learning tools, and evaluation. The activity-based process included six steps comprising: 1) definition, 2) information-seeking strategies, 3) location and access, 4) use of information, 5) synthesis, and 6) evaluation. After experimenting with the model,
the results indicated that learners who used the blended learning model through the use of active learning demonstrated significantly higher information literacy compared to those in the traditional learning group, with a statistical significance level of .05. Its effect size is 6.59, which is considered a large effect size. Additionally, the validity of the model was verified by experts who agreed that it was suitable for classroom use.
Keywords: Blended Learning, Active Learning, Information Literacy
References
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Almarzooq, Z. I., Lopes, M., & Kochar, A. (2020). Virtual Learning During the COVID-19 Pandemic: A Disruptive Technology in Graduate Medical Education. Journal of the American College of Cardiology, 75(20), 2635–2638.
Anderson, J. E. (2021). Meeting Them Where They Are: Designing Active-learning Information Literacy Modules within an LMS. In Georgia Library Instruction, Teaching, and Reference Conference (GLITR) 2021. Atlanta: Georgia State University. Retrieved from https://scholarworks.gsu.edu/univ_lib_facpres/40/
Baji, F., Bigdeli, Z., Parsa, A., & Haeusler, C. (2018). Developing Information Literacy Skills of the 6th Grade Students Using the Big 6 Model. Malaysian Journal of Library & Information Science, 23(1), 1–15. https://doi.org/10.22452/mjlis.vol23no1.1
Banyen, W., Viriyavejakul, C., & Ratanaolarn, T. (2016). A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students. International Journal of Emerging Technologies in Learning (iJET), 11(4), 48-55. https://doi.org/10.3991/ijet.v11i04.5325
Bawden, D., & Robinson, L. (2020). Information Overload: An Overview. In Oxford Encyclopedia of Political Decision Making. Oxford: Oxford University Press. Retrieved from https://openaccess.city.ac.uk/id/eprint/23544/
Bollinger, B., & Gillingham, K. (2014). Learning-by-Doing in Solar Photovoltaic Installations (Working Paper). USA.: Yale University. https://doi.org/10.2139/ssrn.2342406
Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746
Brown, K., & Malenfant, K. J. (2016). Documented Library Contributions to Student Learning and Success: Building Evidence with Team-based Assessment in Action Campus Projects. Chicago: Association of College and Research Libraries. Retrieved from http://hdl.handle.net/11213/17184
Buzzetto-Hollywood, N. A., Wang, H. C., Elobeid, M., & Elobaid, M. E. (2018). Addressing Information Literacy and the Digital Divide in Higher Education. Interdisciplinary Journal of e-Skills and Lifelong Learning, 14, 77–93. https://doi.org/10.28945/4029
Dewey, J. (2018). Moral Principles in Education and My Pedagogic Creed by John Dewey: With a Critical Introduction by Patricia H. Hinchey (Timely Classics in Education, 3). Maine, USA.: Myers Education Press.
Eisenberg, M. B., & Berkowitz, R. E. (2011). The Big6 Workshop Handbook: Implementation and Impact (Big6 Information Literacy Skills) (4th ed.). Ohio: Linworth.
Ellis, E. S., Deshler, D. D., Lenz, B. K., Schumaker, J. B., & Clark, F. L. (1991). An Instructional Model for Teaching Learning Strategies. Focus on Exceptional Children, 23(6), 1-24. https://doi.org/10.17161/foec.v23i6.7530
Ertmer, P. A., & Glazewski, K. D. (2019). Scaffolding in PBL Environments: Structuring and Problematizing Relevant Task Features. In M. Moallem, W. Hung, & N. Dabbagh (Eds.), The Wiley Handbook of Problem-based Learning (pp. 321-342). New Jersey: John Wiley & Sons.
Fongjangwang, S., & Kongmanus, K. (2017). The Development of Blended Instructional Model by Using Cooperative Learning in Basic JavaScrip. Journal of Community Development Research (Humanities and Social Sciences), 10(4), 121-133. Retrieved from https://www.journal.nu.ac.th/JCDR/article/view/1620
Ginestie, J., & Impedovo, M. A. (2020). International Teachers Professional Developing: Blended Learning between Europe and Asia. Voprosy Obrazovaniya / Educational Studies Moscow, 2, 114–127. https://doi.org/10.17323/1814-9545-2020-2-114-127
Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education. Education Sciences, 9(4), 276. https://doi.org/10.3390/educsci9040276
Huang, R., Spector, J. M., & Yang, J. (2019). Educational Technology: A Primer for the 21st Century. Singapore: Springer.
Karo, D. (2021). The Development of Training Curriculum to Enhance Information and Communication Technologies Skill for Pre-service Teachers. Journal of Community Development Research (Humanities and Social Sciences), 14(4), 37-45. https://doi.org/10.14456/jcdr-hs.2021.34
Khammanee, T. (2016). Teaching Science for Effective Learning Process Management (20th ed.). Bangkok: Dan Sutthakan.
Kolb, A., & Kolb, D. (2018). Eight Important Things to Know about the Experiential Learning Cycle. Australian Educational Leader, 40(3), 8-14. Retrieved from https://search.informit.org/doi/10.3316/ielapa.192540196827567
Kozikoglu, I., & Onur, Z. (2019). Predictors of Lifelong Learning: Information Literacy and Academic Self-efficacy. Cypriot Journal of Educational Sciences, 14(4), 492-506. https://doi.org/10.18844/cjes.v11i4.3460
Law, K. M. Y., & Chuah, K. B. (2019). The Story of Project-based Action Learning (PAL): A 15-Year Organizational Learning Journey of a High Tech Firm in China. International Journal of Organizational Analysis, 27(5), 1442–1464. https://doi.org/10.1108/ijoa-08-2018-1505
Maxwell, R. (2020). Pedagogic Transformation at the University of Northampton. In Designing Study Structures Flexibly - A Challenge for Universities and Quality Assurance (pp. 126-139). Vienna, Austria: AQ Austria.
Na, K. S., Petsangsri, S., & Tasir, Z. (2020). The Relationship between Academic Performance and Motivation Level in e-Learning among Thailand University Students. International Journal of Information and Education Technology, 10(3), 181-185. https://doi.org/10.18178/ijiet.2020.10.3.1360
Parramore, S. (2019). Online Active-learning: Information Literacy Instruction for Graduate Students. Reference Services Review, 47(4), 476-486. https://doi.org/10.1108/RSR-03-2019-0022
Pradubthong, N., Petsangsri, S., & Pimdee, P. (2018). The Effects of the SPACE Learning Model on Learning Achievement and Innovation & Learning Skills in Higher Education. Mediterranean Journal of Social Sciences, 9(4), 187-199. https://doi.org/10.2478/mjss-2018-0128
Seifi, L., Habibi, M., & Ayati, M. (2020). The Effect of Information Literacy Instruction on Lifelong Learning Readiness. IFLA Journal, 46(3), 259-270. https://doi.org/10.1177/0340035220931879
Şengel, E. (2016). To FLIP or Not to FLIP: Comparative Case Study in Higher Education in Turkey. Computers in Human Behavior, 64, 547-555. https://doi.org/10.1016/j.chb.2016.07.034
Siegle, D. (2020). I Have an Idea I Need to Share: Using Technology to Enhance Brainstorming. Gifted Child Today, 43(3), 205-211. https://doi.org/10.1177/1076217520919967
Siripongdee, K., Pimdee, P., & Tuntiwongwanich, S. (2020). A Blended Learning Model with IoT-based Technology: Effectively Used when the COVID-19 Pandemic? Journal for the Education of Gifted Young Scientists, 8(2), 905–917. https://doi.org/10.17478/jegys.698869
Swapna, G., & Biradar, B. S. (2017). Information Literacy Model for Higher Education Institutions in India. International Journal of Digital Library Services, 7(3), 31-50.
Tanis, C. J. (2020). The Seven Principles of Online Learning: Feedback from Faculty and Alumni on its Importance for Teaching and Learning. Research in Learning Technology, 28, 2319. https://doi.org/10.25304/rlt.v28.2319
Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2020). Digital Literacy and Higher Education During COVID-19 Lockdown: Spain, Italy, and Ecuador. Publications, 8(4), 48. https://doi.org/10.3390/publications8040048
UNESCO. (2013). Global Media and Information Literacy Assessment Framework: Country Readiness and Competencies. Paris, France: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000224655
Walsh, A. (2020). Playful Learning for Information Literacy Development. IFLA Journal, 46(2), 143–150. https://doi.org/10.1177/0340035219874083
Wan, S., & Niu, Z. (2020). A Hybrid E-learning Recommendation Approach Based on Learners’ Influence Propagation. IEEE Transactions on Knowledge and Data Engineering, 32(5), 827-840. https://doi.org/ 10.1109/TKDE.2019.2895033
White, A. M. J. (2019). Information Literacy and Critical Thinking in Higher Education: Some Considerations. In S. P. A. Robinson, & V. Knight (Eds.), Handbook of Research on Critical Thinking and Teacher Education Pedagogy (pp. 367-381). Hershey, Pennsylvania: IGI Global.
Wood, L. (2019). Participatory Action Learning and Action Research: Theory, Practice and Process. Oxford: Routledge.
Almarzooq, Z. I., Lopes, M., & Kochar, A. (2020). Virtual Learning During the COVID-19 Pandemic: A Disruptive Technology in Graduate Medical Education. Journal of the American College of Cardiology, 75(20), 2635–2638.
Anderson, J. E. (2021). Meeting Them Where They Are: Designing Active-learning Information Literacy Modules within an LMS. In Georgia Library Instruction, Teaching, and Reference Conference (GLITR) 2021. Atlanta: Georgia State University. Retrieved from https://scholarworks.gsu.edu/univ_lib_facpres/40/
Baji, F., Bigdeli, Z., Parsa, A., & Haeusler, C. (2018). Developing Information Literacy Skills of the 6th Grade Students Using the Big 6 Model. Malaysian Journal of Library & Information Science, 23(1), 1–15. https://doi.org/10.22452/mjlis.vol23no1.1
Banyen, W., Viriyavejakul, C., & Ratanaolarn, T. (2016). A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students. International Journal of Emerging Technologies in Learning (iJET), 11(4), 48-55. https://doi.org/10.3991/ijet.v11i04.5325
Bawden, D., & Robinson, L. (2020). Information Overload: An Overview. In Oxford Encyclopedia of Political Decision Making. Oxford: Oxford University Press. Retrieved from https://openaccess.city.ac.uk/id/eprint/23544/
Bollinger, B., & Gillingham, K. (2014). Learning-by-Doing in Solar Photovoltaic Installations (Working Paper). USA.: Yale University. https://doi.org/10.2139/ssrn.2342406
Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to Student Active Learning in Higher Education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746
Brown, K., & Malenfant, K. J. (2016). Documented Library Contributions to Student Learning and Success: Building Evidence with Team-based Assessment in Action Campus Projects. Chicago: Association of College and Research Libraries. Retrieved from http://hdl.handle.net/11213/17184
Buzzetto-Hollywood, N. A., Wang, H. C., Elobeid, M., & Elobaid, M. E. (2018). Addressing Information Literacy and the Digital Divide in Higher Education. Interdisciplinary Journal of e-Skills and Lifelong Learning, 14, 77–93. https://doi.org/10.28945/4029
Dewey, J. (2018). Moral Principles in Education and My Pedagogic Creed by John Dewey: With a Critical Introduction by Patricia H. Hinchey (Timely Classics in Education, 3). Maine, USA.: Myers Education Press.
Eisenberg, M. B., & Berkowitz, R. E. (2011). The Big6 Workshop Handbook: Implementation and Impact (Big6 Information Literacy Skills) (4th ed.). Ohio: Linworth.
Ellis, E. S., Deshler, D. D., Lenz, B. K., Schumaker, J. B., & Clark, F. L. (1991). An Instructional Model for Teaching Learning Strategies. Focus on Exceptional Children, 23(6), 1-24. https://doi.org/10.17161/foec.v23i6.7530
Ertmer, P. A., & Glazewski, K. D. (2019). Scaffolding in PBL Environments: Structuring and Problematizing Relevant Task Features. In M. Moallem, W. Hung, & N. Dabbagh (Eds.), The Wiley Handbook of Problem-based Learning (pp. 321-342). New Jersey: John Wiley & Sons.
Fongjangwang, S., & Kongmanus, K. (2017). The Development of Blended Instructional Model by Using Cooperative Learning in Basic JavaScrip. Journal of Community Development Research (Humanities and Social Sciences), 10(4), 121-133. Retrieved from https://www.journal.nu.ac.th/JCDR/article/view/1620
Ginestie, J., & Impedovo, M. A. (2020). International Teachers Professional Developing: Blended Learning between Europe and Asia. Voprosy Obrazovaniya / Educational Studies Moscow, 2, 114–127. https://doi.org/10.17323/1814-9545-2020-2-114-127
Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education. Education Sciences, 9(4), 276. https://doi.org/10.3390/educsci9040276
Huang, R., Spector, J. M., & Yang, J. (2019). Educational Technology: A Primer for the 21st Century. Singapore: Springer.
Karo, D. (2021). The Development of Training Curriculum to Enhance Information and Communication Technologies Skill for Pre-service Teachers. Journal of Community Development Research (Humanities and Social Sciences), 14(4), 37-45. https://doi.org/10.14456/jcdr-hs.2021.34
Khammanee, T. (2016). Teaching Science for Effective Learning Process Management (20th ed.). Bangkok: Dan Sutthakan.
Kolb, A., & Kolb, D. (2018). Eight Important Things to Know about the Experiential Learning Cycle. Australian Educational Leader, 40(3), 8-14. Retrieved from https://search.informit.org/doi/10.3316/ielapa.192540196827567
Kozikoglu, I., & Onur, Z. (2019). Predictors of Lifelong Learning: Information Literacy and Academic Self-efficacy. Cypriot Journal of Educational Sciences, 14(4), 492-506. https://doi.org/10.18844/cjes.v11i4.3460
Law, K. M. Y., & Chuah, K. B. (2019). The Story of Project-based Action Learning (PAL): A 15-Year Organizational Learning Journey of a High Tech Firm in China. International Journal of Organizational Analysis, 27(5), 1442–1464. https://doi.org/10.1108/ijoa-08-2018-1505
Maxwell, R. (2020). Pedagogic Transformation at the University of Northampton. In Designing Study Structures Flexibly - A Challenge for Universities and Quality Assurance (pp. 126-139). Vienna, Austria: AQ Austria.
Na, K. S., Petsangsri, S., & Tasir, Z. (2020). The Relationship between Academic Performance and Motivation Level in e-Learning among Thailand University Students. International Journal of Information and Education Technology, 10(3), 181-185. https://doi.org/10.18178/ijiet.2020.10.3.1360
Parramore, S. (2019). Online Active-learning: Information Literacy Instruction for Graduate Students. Reference Services Review, 47(4), 476-486. https://doi.org/10.1108/RSR-03-2019-0022
Pradubthong, N., Petsangsri, S., & Pimdee, P. (2018). The Effects of the SPACE Learning Model on Learning Achievement and Innovation & Learning Skills in Higher Education. Mediterranean Journal of Social Sciences, 9(4), 187-199. https://doi.org/10.2478/mjss-2018-0128
Seifi, L., Habibi, M., & Ayati, M. (2020). The Effect of Information Literacy Instruction on Lifelong Learning Readiness. IFLA Journal, 46(3), 259-270. https://doi.org/10.1177/0340035220931879
Şengel, E. (2016). To FLIP or Not to FLIP: Comparative Case Study in Higher Education in Turkey. Computers in Human Behavior, 64, 547-555. https://doi.org/10.1016/j.chb.2016.07.034
Siegle, D. (2020). I Have an Idea I Need to Share: Using Technology to Enhance Brainstorming. Gifted Child Today, 43(3), 205-211. https://doi.org/10.1177/1076217520919967
Siripongdee, K., Pimdee, P., & Tuntiwongwanich, S. (2020). A Blended Learning Model with IoT-based Technology: Effectively Used when the COVID-19 Pandemic? Journal for the Education of Gifted Young Scientists, 8(2), 905–917. https://doi.org/10.17478/jegys.698869
Swapna, G., & Biradar, B. S. (2017). Information Literacy Model for Higher Education Institutions in India. International Journal of Digital Library Services, 7(3), 31-50.
Tanis, C. J. (2020). The Seven Principles of Online Learning: Feedback from Faculty and Alumni on its Importance for Teaching and Learning. Research in Learning Technology, 28, 2319. https://doi.org/10.25304/rlt.v28.2319
Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2020). Digital Literacy and Higher Education During COVID-19 Lockdown: Spain, Italy, and Ecuador. Publications, 8(4), 48. https://doi.org/10.3390/publications8040048
UNESCO. (2013). Global Media and Information Literacy Assessment Framework: Country Readiness and Competencies. Paris, France: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000224655
Walsh, A. (2020). Playful Learning for Information Literacy Development. IFLA Journal, 46(2), 143–150. https://doi.org/10.1177/0340035219874083
Wan, S., & Niu, Z. (2020). A Hybrid E-learning Recommendation Approach Based on Learners’ Influence Propagation. IEEE Transactions on Knowledge and Data Engineering, 32(5), 827-840. https://doi.org/ 10.1109/TKDE.2019.2895033
White, A. M. J. (2019). Information Literacy and Critical Thinking in Higher Education: Some Considerations. In S. P. A. Robinson, & V. Knight (Eds.), Handbook of Research on Critical Thinking and Teacher Education Pedagogy (pp. 367-381). Hershey, Pennsylvania: IGI Global.
Wood, L. (2019). Participatory Action Learning and Action Research: Theory, Practice and Process. Oxford: Routledge.
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How to Cite
WONGKLANG, Piyanoot.
The Development Blended Learning Model Through the Use of Active Learning to Enhance Information Literacy of Undergraduate Students.
Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 17, n. 2, p. 44-54, june 2024.
ISSN 2985-0231.
Available at: <https://www.journal.nu.ac.th/JCDR/article/view/Vol-17-No-2-2024-44-54>. Date accessed: 30 apr. 2025.
doi: https://doi.org/10.14456/jcdr-hs.2024.12.