Research On The Influence Of Learning Task Design On College Students’ Blended Learning Adaptability: The Mediating Effect Of Digital Literacy

Under the background of the country’s deepening implementation of the digital strategy of education and the transformation of human society to the digital era,blended teaching has become the new normal of college course teaching.Existing studies have shown that blended learning adaptability is an important factor influencing students’ blended learning behavior and effect.However,the current research on blended learning mainly focuses on the construction of blended learning environment,the development of learning resources and platform functions,and its theory,model,teaching design and empirical research,and the influence mechanism of blended learning adaptability needs to be deepened and expanded from the perspective of students’ intrinsic psychological and learning situation.In addition,under the background of the national requirement to improve digital literacy to help serve lifelong learning for all,digital literacy has become a hot topic in research,but most of the current researchers pay attention to its connotation,framework and influencing factors,and the research on its impact on aftereffects is not sufficient.Considering that digital literacy is a necessary ability for students’ blended learning,blended learning tasks as the main engine of student learning are important factors affecting students’ blended learning behavior and effect,which may affect students’ blended learning adaptability.Therefore,this study intends to construct a mediating effect model of digital literacy,explore the relationship between learning task design,digital literacy and blended learning adaptability,and further clarify the influence mechanism of blended learning adaptability,so as to enlighten how to improve students’ blended learning adaptability.In order to achieve the research objectives,this study used quasiexperimental research,questionnaire survey,classroom observation and other research methods,and conducted a semester-long task-driven teaching in the course of "Research Methods in Educational Technology",and used the Learning Task Perception Scale,the Blended Learning Adaptability Scale,and the Digital Literacy Scale to survey67 students majoring in educational technology in grade 2020,and used tools such as SPSS 23.0 to analyze the qualitative and quantitative data collected and test the mediating effect model.The results of the study are as follows:(1)Students are basically adapted to blended learning,but there are problems such as unclear self-awareness,superficial emphasis on blended learning,insufficient utilization of platforms and online resources,a tendency towards offline interaction between teachers and students,and the need to improve students’ autonomous learning ability.In addition,teaching support can help improve students’ adaptability to blended learning.(2)Students have strong digital security awareness,but the protective measures they take are single;Their digital communication and sharing are frequent,but their collaborative capabilities need to be improved;They are good at information browsing and searching,but their data management capabilities need to be improved;They identify their digital skills gaps,and their problem-solving skills need to be exercised;Their digital content creation level is average,and their editing and integration capabilities need to be strengthened.(3)There are significant differences in the pre and post tests of students’ blended learning adaptability and digital literacy,both of which have been significantly improved.The relevant design of learning tasks is effective.(4)Students’ perception of learning tasks significantly positively predicts blended learning adaptability and digital literacy,and digital literacy can also positively predict their blended learning adaptability.(5)Digital literacy plays a partial intermediary role in the relationship between learning task perception and blended learning adaptability.Among them,the three dimensions of communication and collaboration,digital content creation,and problem solving play a significant mediating role in the relationship between learning task perception and blended learning adaptability.Finally,this study puts forward the following three suggestions for teachers to better design blended learning tasks:(1)Pay attention to students’ learning task perception and optimize the structure of blended learning tasks;(2)Emphasize the organic collaboration between the environment and people to improve the adaptability of blended learning;(3)Smart use of digital technology to integrate teaching and learning to improve the digital literacy of college students.