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Student Self-perception on Digital Literacy in STEM Blended Learning Environments.

Branda Le1, Gwendolyn A Lawrie1, Jack T H Wang1

  • 1School of Chemistry and Molecular Bioscience, University of Queensland (UQ), SCMB, Building 68 Cooper Road, Brisbane, QLD 4067 Australia.

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|February 8, 2022
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Summary

Digital literacy impacts student success in blended learning. Low digital literacy students showed better online assessment performance due to higher learning management system (LMS) engagement.

Keywords:
Blended teaching/learning strategiesData science applications in educationDigital literacyDistance education and online learningPost-secondary education

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Area of Science:

  • STEM Education
  • Educational Technology
  • Learning Analytics

Background:

  • Tertiary blended learning environments require digital literacy for accessing resources.
  • First-year STEM courses integrate online technology, necessitating effective navigation of digital platforms.
  • Student technical capabilities in digital literacy can influence resource access and academic outcomes.

Purpose of the Study:

  • To investigate the effect of perceived digital literacy on STEM students' learning management system (LMS) navigation and academic performance.
  • To analyze the relationship between digital literacy levels, LMS interactivity, and student achievement in foundational STEM courses.

Main Methods:

  • Learning analytical methods were applied to examine LMS interactivity frequency and nature.
  • K-means cluster analysis was used to group student responses across four first-year STEM courses.
  • Student-perceived digital literacy was assessed via survey, categorizing participants into high (HDL) and low (LDL) digital literacy groups.

Main Results:

  • High-achieving students accessed LMS resources more frequently than mid or low-achieving students.
  • High digital literacy (HDL) students were not consistently high-achieving and did not outperform low digital literacy (LDL) students overall.
  • LDL students demonstrated better performance in specific online assessments, potentially due to increased LMS interactivity.

Conclusions:

  • Perceived digital literacy alone does not guarantee higher academic achievement in blended STEM learning.
  • Increased engagement with learning management systems (LMS) may be more critical for online assessment success than high perceived digital literacy.
  • Findings underscore the complex interplay between digital literacy, engagement, and academic performance in tertiary online learning environments.