The Role of Support System, Digital Literacy and Learning Strategy on Learning Outcome Among Students of Pre-Service Teacher in Blended Learning Environment

https://doi.org/10.9743/JEO.2024.21.3.12

Abstract

The purpose of this paper is to determine and discuss the factors that influence the learning outcomes of preservice teacher students in a blended learning environment. This quantitative study used a structured online questionnaire to collect responses from preservice teacher students (n=602) from five universities in Indonesia. Measurement analysis was used to validate the instrument, and the structural equation model was used to test the relationship between constructs. The model had four constructs: support system, learning strategy, digital literacy, and learning outcome. This study integrates three factors, namely support systems, learning strategies, and digital literacy, to identify the determinants of student-teacher learning outcomes in a blended learning environment. The research revealed that support systems and learning strategies have an effect on digital literacy and that digital literacy has a direct effect on learning outcomes. This research provides important insights regarding the contribution of support systems, learning strategies, and digital literacy to improve student learning outcomes in a blended learning environment.

Keywords: blended learning, digital literacy, learning strategy, support system