Mapping Blended Learning Activities to Students’ Digital Competence in VET

The blended learning format can help students develop their digital literacy skills, but the design of the blended learning model and the student factors important to this development remain undefined. The purpose of this research was to explore the relationship between blended learning design models and digital literacy skills in a sample of 106 upper vocational education and training (VET) students. The data analysis examined the relationships between activities, competences, and prior experience with blended learning. Student engagement with collaborative, task-based instructional designs was positively associated with digital competence (for example, collaborative project work and regular use of quizzes with collaboration tools, online communication, and technology for learning). In contrast, the association between live session use and pre-recorded video use and digital competence was weaker than for other teaching approaches. Use of Virtual Reality/Augmented Reality and interactive video was positively associated with students' use of digital tools but not with their perceptions of online safety or content creation. Students with previous experience of blended learning reported higher developmental competence (content creation; learning/research) than those without such experience. The results also showed that VET students can be grouped into three categories based on their technical field and experience with blended learning. Overall, the findings suggest that structured collaboration and formative assessment should be emphasized in the implementation of the blended learning model.