Research and Practice on the Blended Online and Offline Training Model for Digital Literacy Cultivation of University Teachers

The level of digital literacy among teachers is decisive for the digital transformation of higher education in China. This study, in response to the main challenges in current digital literacy training for university teachers, such as limited participation time, scarcity of free online training, low effectiveness of face-to-face training, and difficulty in addressing personalized issues, has constructed a “three levels (macro-meso-micro) and two integrations (online-offline integration)” blended online and offline training model over five years of action research in digital literacy enhancement. Based on the institution’s essential needs, ten face-to-face training topics were developed, and digital literacy enhancement MOOCs for these topics were produced. Thirteen rounds of blended online and offline training for digital literacy enhancement training were conducted within the university, achieving significant results and leading to positive promotion and application outside the campus.