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Education Research International
Volume 2019, Article ID 6791058, 8 pages
Research Article

Enhancing Students’ Blended Learning Experience through Embedding Metaliteracy

1Department of Computer Science and Software Engineering, Xi’an Jiaotong-Liverpool University, Suzhou, Jiangsu Province, 215123, China
2School of Foreign Languages, Hubei University of Technology, Wuhan, Hubei Province, 430068, China

Correspondence should be addressed to Jieming Ma; moc.liamg@48gnimeij

Received 29 January 2019; Revised 12 March 2019; Accepted 31 March 2019; Published 28 April 2019

Academic Editor: Yi-Shun Wang

Copyright © 2019 Jieming Ma et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


As the push for a diversified use of information technologies in higher education teaching continues, a growing number of colleges and universities have come to adopt blended learning which combines traditional face-to-face lectures with online instruction to create flexible approaches of delivering content that are consistent with the requirements of new digital economy. At the same time, university students are required to have continuous growth in literacy skills. Metaliteracy is a comprehensive model for information literacy that can enhance blended learning experience. Embedding metaliteracy learning in a blended course is considered as a feasible approach to empower students in blended learning. Combining an analysis of data gathered through a survey administered at Xi’an Jiaotong-Liverpool University, a Sino-UK institution located in China, this paper reports the results of an investigation into the pedagogical issues including the metaliteracy learning experience of using an interactive communication environment and the benefits and challenges of integrating practices of metaliteracy with blended learning.