Abstract—The objectives of this research were to develop an efficient blended learning management model in developing information literacy skills for undergraduate students, and to study the outcome of the development information literacy skills of undergraduate students taught by the BL-ILS model. The research was conducted by synthesis and model development which was investigated by experts. The principle of model was blended between face to face and online learning by focusing on self directed learning. The instructor acted as a guide by using learning management strategies in developing information literacy skills for 5 steps. Using model was to study outcome in developing of information literacy skills with the first simple group and checking model validation was used with the second sample group. The results were found that the students’ competency in literacy skills after learning with the BL-ILS model was higher and a significant difference of pretest and posttest average scores (P<0.01). The efficiency of the BL-ILS model was at “Very Good” level and appropriate for learning management in other higher education courses. It also could be used as the core of learning management in different sciences because it enhances self-directed learning and allows students to learn independently and efficiently.
Index Terms—Blended learning, information literacy skills, learning management strategies.
Nuanphan Chaiyama is with the Faculty of Education, Institute of Physical Education Phetchabun, Thailand (e-mail: firstname.lastname@example.org).
Cite: Nuanphan Chaiyama, "The Development of Blended Learning Management Model in Developing Information Literacy Skills (BL-ILS Model)," International Journal of Information and Education Technology vol. 5, no. 7, pp. 483-489, 2015.