Page 174 - International Perspectives on Effective Teaching and Learning in Digital Education

Mojca Žefran and Silva Bratož

engage students in developing their digital skills but also give them the op-
portunity to reflect upon and critically appraise the use of different digital
sources.
The participxants in the study were first-year students enrolled in the Pri-
mary Education study program (N = 38). After the course, the students vol-
untarily completed an online questionnaire, and 1 participated in a focus
group discussion (June 3), providing qualitative insights into their experi-
ences with IBL and the challenges they faced.

Data Analysis
The analysis was conducted in two stages. First, we systematically evaluat-
ed the IBL scenario using the 5E ILPv scoring instrument (Goldston et al.,
13), which assesses each phase of the IBL process across 1 items (4 items
for Engagement, 4 items for Exploration, 6 items for Explanation, 3 items for
Elaboration and 4 items for Evaluation). The scoring system ranged from  to
4 points ( = ‘unacceptable’, 1 = ‘poor’,  = ‘average’, 3 = ‘good’, and 4 = ‘excel-
lent’). This allowed us to identify strengths and areas for improvement across
the phases of the IBL scenario.
Second, data from the online questionnaire and the focus group discus-
sion were analysed to explore students’ attitudes toward IBL, their experienc-
es with digital skill development, and the challenges they encountered. This
qualitative data provided deeper insights into the students’ perceptions and
highlighted areas for refining the IBL approach to better meet their needs.
The results of the study are presented in the following section.

Results
To address the first research question aimed at analysing the effectiveness
of the IBL scenario, we conducted a detailed analysis utilizing the 5E ILPv
scoring instrument. The findings are summarized in Table , which outlines
the scores for each phase, highlighting the overall effectiveness of the IBL
scenario in enhancing student learning outcomes.
As we can see from Table 4, the IBL scenario demonstrated strong effec-
tiveness across most phases, with high scores in several areas. The engage-
ment phase was particularly successful, with the teacher effectively eliciting
students’ prior knowledge, fostering motivation, and leading engaging dis-
cussions. During the exploration phase, students were provided with clear
instructions and engaging hands-on activities. However, the need for great-
er emphasis on formative assessment during this phase was identified as an
area for improvement. The explanation phase showed notable weaknesses. It

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