The Development of Web-Based Learning Environment Model Based on Constructivist Theory to Enhance Digital Literacy for Higher Education Students

Abstract

The purpose of this research was to design and develop a constructivist learning environment model to enhance digital literacy for higher education students. This type-1 developmental research comprised of 3 phases: 1) Model Development 2) Model Validation, and 3) Model Use. The target audience was divided into 3 phases: Phase 1 consisting of 12 model quality experts, Phase 2 consisting of 9 model quality experts and 30 learners, and Phase 3 consisting of 3 model quality experts to examine the quality of the tools used for data collection and 30 learners. The study collected both quantitative and qualitative data and analyze the data with basic statistics including percentages, means, and standard deviations. The results showed that:

1) The design and development of the constructivist learning environment model consisted of 7 components: (1) Problem Bases,  (2) Digital Literacy Center (3) Resources Center, (4) Cognitive Tools, (5) Collaboration Center (6) Scaffolding Center, and (7) Coaching Center.

2) The knowledge in digital literacy of the learners was at an excellent level with 84.86 percent of the learners passing the 80-percent criterion. The learners gained 3 main digital literacy skills: 1) Use, 2) Understand, and 3) Create.

3) 86.67 percent of the learners met the specified criterion with an average learning achievement score of 84.13 percent.

4) The correlation coefficient (r) was 0.765 with a statistically significant correlation at the .01 level, indicating that digital literacy was positively and strongly correlated with student achievement.

5) It was found from the learners ‘opinions that the content, media, and design were appropriate and supported digital literacy learning.