Abstract:

Several empirical studies have established an increasing use of virtual learning environments by higher institutions in delivering blended and online courses. In addition to managed learning environments, educators have since explored the use of personalised learning environments, Massive Open Online Course (MOOCs) platforms, Web2.0 applications and mobile apps in response to the heterogeneous learner population who use an array of digital tools for academic purposes. The literature has shown that digital literacies play an integral role in their selection of tools. This paper is thus an investigation on how having different levels of digital literacies affect their selection and use of internet tools for learning. This qualitative study employed the use of mini focus group interviews to explore differences and similarities among a population of postgraduate learners. The first focus group comprised of multinational on-campus students (n=6) while the second focus group comprised of off-site students (n=4). Findings from the two datasets were inductively and deductively inferred through thematic analysis. Participants' responses were measured based on the 7 aspects of digital literacies, viz. Access, Identify, Manage, Integrate, Evaluate, Create, Communicate. The study found that a higher level of digital literacy empowers a learner to take advantage of many types of technologies, thus having no particular preference but a preference for having options. In contrast, a low level of digital literacy restricts a user’s preference to only one or two main and most familiar internet technology.

Keywords:

Digital literacy, blended learning, online learning.