(2021) Science and education, 1, 49-56. Odessa.

Darina Dvornichenko,
PhD (Candidate of Political Science),
Department of Maritime Law,
National University “Odesa Maritime Academy”,
8, Didrikhson Str., Odesa, Ukraine
Vadym Barskyy,
PhD (Candidate of Law), associate-professor,
Department of the Civil Law Disciplines,
Odesa I.I. Mechnikov National University,
2, Dvoryanskaya Str., Odesa, Ukraine

BLENDED LEARNING MODEL IN TEACHING MEDIA LITERACY

This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Research & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of deriving an understanding of progress made by students, as well as analysing the fluctuations in students’ self-assessment of their own media literacy skills. The study also examined quantitative data to determine how many learners completed the course and how useful it was for them. By comparing the data from students who completed the online course combined with face-to-face sessions and those who completed the online course without attending face-to-face sessions, the research examined the benefits of blended learning model. It was found that the Psychology - Medicine - Education Science and Education, 2021, Issue 1 50 blended learning model turned out to be more effective in comparison with the ubiquitous learning model despite the uniformity of learning content. The findings and analysis offer several insights of blended-learning model and its application in formal and non-formal education.

blended learning, Massive Open Online Course (MOOC), media literacy, ubiquitous learning, critical thinking.

1. Asarta, C., Schmidt, J. (2007). Comparing student performance in blended and traditional courses: Does prior academic achievement matter? The Internet and Higher Education, 32, 29–38, 2007. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S10 96751616300525 [in English].
2. Banados, E. (2006). A blended learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment: CALICO Journal, 23 (3), 533–550. Retrieved from https://www.researchgate.net/publication/228625193_A_ Blendedlearning_Pedagogical_Model_for_Teaching_and_Learning_EF L_Successfully_ Through_an_Online_Interactive_Multimedia_Environme nt [in English].
3. Bartolomé, A., Willem, С., Aiello, M. (2007). Blended Learning and New Literacies: The International journal of Technology, Knowledge and Society, 4. 3–9. Retrieved from https://www.researchgate.net/publication /255936686_Blended_Learning_and_New_Literacies [in English].
5. Bryan, A., Volchenkova K. (2016). Blended Learning: Definition, Models, Implications for Higher Education: Bulletin of the South Ural State University. Ser. Education. Educational Sciences, 8(2), 24–30. Retrieved from https://www.researchgate.net/publication/303815166_BL ENDED_LEARNING_DEFINITION_MODELS_IMPLICATI ONS_FOR_HIGHER_EDUCATION [in English].
6. Buhaychuk, K. (2016). Changing Learning: A Theoretical Analysis and Strategy Made in Higher Education: Information technology and means of learning, 17(4), 1–18. Retrieved from http://nbuv.gov.ua/ujrn/itzn_2016_54_4_3 [in English].
7. Cooney, M., Gupton, P., O’Laughlin, M. (2000). Blurring the lines of play and work to create blended classroom learning experiences: Early Childhood Education Journal, 27(3), 165–171. Retrieved from https://www.researchgate.net/publication/225167051_Blu rring_the_lines_of_play_and_work_to_create_blended_cl assroom_learning_experiences [in English].
8. Cope, B., Kalantzis, M. (2010). Ubiquitous learning: An agenda for educational transformation: 6th Inter. Conf. on Networked Learning, 576–582. Retrieved from https://pdfs.semanticscholar.org/2632/ 61edce369e56860fa16a56f43bc6547110e0.pdf?_ga=2.26 8881841.1308687999.1585395173- 763566223.1585395173) [in English].
9. Eisenhardt K., Graebner, M. (2007). Theory Building from Cases: Opportunities and Challenges: The Academy of Management Journal, 50, (1), 25–32. Retrieved from https://www.jstor.org/stable/258557? seq=1#metadata_info_tab_contents [in English].
10. Elsenheimer, J. (2006). Got Tools? The blended learning analysis and design expediter: Performance Improvement, 45, 8, 26–30. Retrieved from http://dx.doi.org/10.1002/pfi.4930450806 [in English].
11. Guzer, B., Caner, H. (2014). The Past, Present and Future of Blended Learning: An in Depth Analysis of Literature: Procedia - Social and Behavioral Sciences, 116, 4596–4603. Retrieved from https://www.researchgate.net/publication/275543451_The _Past_Present_and_Future_of_Blended_Learning_An_in _Depth_Analysis_of_Literature [in English].
12. Hsieh, S.W., Jang, Y.R., Hwang, G.J., Chen, N.S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning", Computers & Education, 57 (1), 1194–1201. DOI: https://doi.org/10.1016/j.compedu.2011.01.004 [in English].
13. Jonassen, D. H. (2003). Using cognitive tools to represent problems: Journal of Research on Technology in Education, 35(3), 362–381. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/ 15391523.2003.10782391 [in English].
14. Kim, W. (2007). Towards a definition and methodology for blended learning: Workshop on Blended Learning, pp. 1–8. Retrieved from https://www.academia.edu/1357530/Blended_Learning_T owards_a_Mix_for_SMEsStakeholders_and_their_Priorities [in English].
15. Krivonos, O. (2015). Blended learning as a basis for the formation of teacher's ict-competence: Problems of Methods of Physical-Mathematical and Technological Education, 8 (2), 19–23. Retrieved from http://nbuv.gov.ua/ujrn/nz_pmfm_2015_8(2)__6 [in English].
16. Ma, J., Li, C., Liang, H.. (2019). Enhancing Students’ Blended Learning Experience through Embedding Metaliteracy: Education Research International. 1–8. DOI: https://doi.org/10.1155/2019/6791058 [in English].
17. Nguyen, T. (2015). The effectiveness of online learning; Beyond no significant difference and future horizons: MERLOT Journal of Online Learning and Teaching, 11 (2), 309–319. Retrieved from https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf. [in English].
18. Olazabalaga, I., Garrida, C., Ruiz U. (2016). Research on MOOCs: Trends and Methodologies. Manografica, 9, 87–98. Retrieved from https://www.ugr.es/~portalin/articulos/PL_monograph1_2 016/art_7.pdf [in English].
19. Oliver, M., Trigwell K. (2005). Can "blended learning" be redeemed?", E-Learning, 2(1), 17–26. Retrieved from https://www.researchgate.net/publication/250151886_Can _'Blended_Learning'_Be_Redeemed [in English].
20. Reid-Young, A. (2003). The key to e-learning is b-learning: HCi Journal of International Development. Retrieved from https://www.hci.com.au/b-learning [in English].
21. Sharma, P., Barrett, B. (2007). Blended learning: Using technology in and beyond the language classroom. Oxford, England: Macmillan Publishers Limited [in English].
22. Singh, H., Reed, R. (2001). A white paper: achieving success with blended learning: Centra Software, Retrieved from https://maken.wikiwijs.nl/userfiles/f7d0e4f0bd466199841 ede3eea221261.pdf [in English].
23. Valiathan, P. (2002). Blended learning models. American Society for Training and Development. Retrieved from https://www.purnima-valiathan.com/wpcontent/uploads/2015/09/Blended-Learning-Models2002-ASTD.pdf [in English].
24. Watson, J. (2008). Blended learning: The convergence of online and face-to-face education: Vienna, VA: North American Council for Online Learning. Retrieved from https://files.eric.ed.gov/fulltext/ED509636.pdf [in English].
25. Weiser, M. (1991). The Computer for the 21st Century. Scientific Americans, 265(3), 66–75. [in English].
26. Yigit, T., Koyun, A., Cankaya, I. (2014). Evaluation of Blended Learning Approach in Computer Engineering Education: Procedia - Social and Behavioral Sciences, 141, 807–812. Retrieved from https://www.researchgate.net/publication/266208637_Eva luation_of_Blended_Learning_Approach_in_Computer_Eng ineering_Education [in English].
27. Yu, Y. T., Choy, M.E., Chan, Y. K., Lo, Y. T. (2008). A hybrid learning course on software development: Requirements validation of tool support, First International Conference, 316–327. DOI: https://doi.org/10.1007/978-3-540-85170-7_28 [in English].
28. Zakaria, M., Awang, S., Rahman, A. (2019). Are MOOCs in Blended Learning More Effective than Traditional Classrooms for Undergraduate Learners?", Universal Journal of Educational Research, 7 (11), 2417–2424. DOI: https://doi.org/10.13189/ujer.2019.0 71119 [in English].