Multimodal Literacy in a Blended Learning Setting: Teacher’s and Students’ Perspectives

Abstract

Technology takes crucial part in this 21st century, hence the educators have to deal with it and implement it in teaching and learning process. Blended learning emerges as fresh air for educators who want to maximize the advantages of face-to-face and e-learning environment. Nowadays, they should also adapt with the contemporary literacy called multimodal literacy to enhance meaning-making by using multimodal text in teaching and learning process. This is a case study that has aims to explore teacher’s and students’ perspectives in empowering students’ multimodal literacies in blended learning setting in teaching-learning writing as well as the reflection of teacher’s perspective in implementation. The participants of the research are a teacher and 24 students of English education department from one of undergraduate schools in Indonesia. Data includes classroom observation and interview. The finding of this study revealed that the use of multimodal text in a blended learning setting gives many advantages for teacher and students in empowering students’ multimodal literacy. This study also found that the teacher’s perspective reflected the implementation of multimodal text in a blended learning setting. It also had contribution to support the development of educational technology and to improve students’ writing ability.

The influence of selected factors on perceived enjoyment of the online learning experience: lessons for post-COVID-19 classrooms

“…This assertion supports the constructivist understanding of knowledge construction, which suggests that learners should actively build a mental representation in working memory (Mayer, 2019), which implies meaningful learning. To facilitate meaningful learning, different technology-enabled modes, or modalities, can be used (Masyhudianti and Fauziati, 2017). However, academics should guard against technological and information overload.…”