ONLINE READING IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCHOOL STUDENTS

Abstract

Learning environments and teaching methods have been constantly changing over the past decades. As the shift in the learning environment is primarily toward a physical to an online learning environment, this study examines how to enable younger students to select appropriate content for learning in digital learning environments that they can then successfully read and evaluate using appropriate strategies. The study is based on 54 in-depth case studies. Using the Internet reciprocal teaching method (IRT), 54 implementers trained 54 primary school students from first to fifth grade in basic computer skills, Internet information searching, and website navigation, as well as analysing data obtained using the TICA Phase 1, 2, and 3 Checklists, the implementers' report, and the children notes in a text editor. Triangulation of the data in combination with selected statistical methods shows that there are differences in the use of the method between students according to age. While the latter can use an unadopted form of the method, younger students need some adjustments, which are suggested in the light of previous research. Keywords: digital literacy, e-reading, primary school, internet reciprocal teaching, online learning