REFELCTION: ARTISTIC/CREATIVE LITERACY

In conclusion, integrating a cyber/digital literacy on student learning specifically in planning or

delivering blended learning courses and lecturers, there is in need to understand the students in terms
of their level of digital literacy for learning. A good fit of digital literacy level to course expectations is
necessary for successful blended learning. If some students have low digital literacy levels, additional
exercises and tutorials can be used to help these students improve their digital literacy capabilities.
Ng (2012) supports those students that can learn to use educational technologies not familiar to them
for learning if they are introduced to and given a chance to use these technologies. He reasons that
the students would normally not use educational technologies unless there is such a need. Also, Prior
et al. (2016) find that students who have strong self‐efficacy are more confident, independent, and
motivated which conclude that a positive student attitude and high digital literacy can improve self ‐
efficacy, which in turn contributes positively to such online behaviors as peer engagement, learning
management system interaction, and convener interaction. Thus, by helping students to develop
digital literacy, lecturers can also help foster self‐directed learning among the students.