Integrating problem based learning and service learning into teaching information literacy in a blended learning environment

Abstract

This study explores the learning effectiveness of the digital information literacy (IL) materials for higher education initiated by the Ministry of Education in Taiwan. The study integrates meaningful university library service and problem based learning to help learners to translate theories and concepts into concrete action practices. Learners treat library service problem solving in real situations as the core of learning, planning feasible strategies and steps, and by constantly reflecting on think-and-correct after the action, so that learners continue to grow as a lifelong learner. Regression analyses are performed to test the hypothesized relationships, and the results are considered to be acceptable in this study (N=131, loading>0.60 and Cronbach’s α>0.8). The paths in the ARCS model, Attention—>Relevance—>Confident—>Satisfaction, are all statistically significant (p<0.001). The innovative blended flipped and online teaching mode retains the benefits of flipped and online instructions, and addresses the difficulties that each method presents. The qualitative and quantitative results reveal that overall students are satisfied with the design and delivery of IL course in the innovative blended learning environment. Through the learning process, students build key skills of lifelong learning habit, complex problem solving, collaboration & communication, critical thinking, creativity & imagination and civic responsibility.