Mapping blended learning activities to students’ digital competence in VET

Radovan, Marko (avtor), Makovec Radovan, Danijela (avtor)

While blended learning facilitates digital literacy development, the specific design models and student factors contributing to this process remain underexplored. This study examined the relationship between various blended learning design models and digital literacy skill acquisition among 106 upper-secondary Vocational Education and Training (VET) students. Relationships among student activities, digital competencies, and prior blended learning experience were analyzed. Engagement in collaborative, task-based instructional designs—specifically collaborative projects and regular quizzing supported by digital tools—was positively associated with digital competence. Conversely, passive participation in live sessions or viewing pre-recorded videos exhibited a comparatively weaker association with competence development. While the use of virtual/augmented reality and interactive video correlated positively with digital tool usage, it did not significantly predict perceptions of online safety or content creation skills. Students with prior blended learning experience reported higher proficiency in developmental competencies, such as content creation and research, compared to their inexperienced peers. Cluster analysis identified three distinct student profiles based on technical specialization and blended learning experience. Overall, these findings suggest that blended learning implementation should prioritize structured collaboration and formative assessment.

• Jezik: Angleški jezik
• Ključne besede: blended learning, digital competence, intrinsic motivation, vocational education, self-determination theory
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: FF - Filozofska fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Datum objave: 15.12.2025
• Leto izida: 2025
• Št. strani: Str. 1-16
• Številčenje: [issue] 118, 15. dec. 2025
• PID: 20.500.12556/RUL-177790
• UDK: 377
• ISSN pri članku: 2414-4088
• DOI: 10.3390/mti9120118
• COBISS.SI-ID: 262118915
• Datum objave v RUL: 07.01.2026

Gradivo je del revije

• Naslov: Multimodal technologies and interaction
• Skrajšan naslov: Multimodal technol. interact.
• Založnik: MDPI AG
• ISSN: 2414-4088
• COBISS.SI-ID: 526778649

Licence

• Licenca: CC BY-NC 4.0, Creative Commons Priznanje avtorstva-Nekomercialno 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by-nc/4.0/deed.sl
• Opis: Licenca Creative Commons, ki prepoveduje komercialno uporabo, vendar uporabniki ne rabijo upravljati materialnih avtorskih pravic na izpeljanih delih z enako licenco.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: digitalne kompetence, kombinirano učenje, poklicno izobraževanje, strokovno izobraževanje, intrinzična motivacija, teorija samoodločanja

Projekti

• Financer: Ministrstvo za kohezijo in regionalni razvoj
• Program financ.: Finančni mehanizem EGP
• Številka projekta: ATP213
• Naslov: EEA Grants
• Akronim: KIPSI