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RETRACTED ARTICLE: Navigating Digital Learning Landscapes: Unveiling the Interplay Between Learning Behaviors, Digital Literacy, and Educational Outcomes

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  • Zhaoxi Wei

    (Beijing Information Technology College)

Abstract

In 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.

Suggested Citation

  • Zhaoxi Wei, 2024. "RETRACTED ARTICLE: Navigating Digital Learning Landscapes: Unveiling the Interplay Between Learning Behaviors, Digital Literacy, and Educational Outcomes," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(3), pages 10516-10546, September.
    • Handle: RePEc:spr:jknowl:v:15:y:2024:i:3:d:10.1007_s13132-023-01522-3
    DOI: 10.1007/s13132-023-01522-3
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    References listed on IDEAS

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