Background: Exposure to a blended experience has the potential to heighten students’ online critical literacy skills, and prepare them to participate in the new online communities that emerge within a networked society. Objectives: This article considered the perceptions of a cohort of third-year undergraduates of the Department of Communication and Language Arts, University of Ibadan, Nigeria, on the relationship between exposure to blended learning (BL) and the development of online critical literacy skills. Method: A BL mode, which took the form of a face-to-face approach and the use of a virtual learning environment, was employed in teaching Critical Literacy, a component of the Developmental Reading Skills course designed for undergraduates of English as a second language. For 4 weeks, 80 students were trained to read web-based information critically and evaluate web pages in the Developmental Reading course, after which their perception of the relationship between exposure to BL and the development of online critical literacy skills was investigated. This work, for which data were obtained through focus group discussion and administration of a structured questionnaire, is grounded in both critical literacy (Janks 2013) and social constructivist theories (McInerney & McInerney 2002). Frequency distribution and Pearson correlation coefficient were employed in analysing the data collected. Results: The results revealed that the students perceived a positive relationship between exposure to BL and the development of online critical literacy skills. Conclusion: Many of the respondents showed a preference for the BL mode, and the benefits they derived from it include: the improvement of Information and Communications Technology (ICT) skills, the acquisition of more knowledge after the class, convenient time to work and ease with self-expression.

中文翻译：

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大学生对混合学习与在线批判性读写技能之间关系的看法

背景：接触混合体验有可能提高学生的在线批判素养技能，并使他们做好准备参与网络社会中出现的新的在线社区。目标：本文考虑了尼日利亚伊巴丹大学传播与语言艺术系三年级大学生对混合学习（BL）的暴露与在线批判识字技能发展之间的关系的看法。方法：BL模式采用面对面的方式和虚拟学习环境的形式，用于教授批判性读写能力，这是为英语作为第二级学生而设计的发展性阅读技能课程的一部分语言。4个星期 对80名学生进行了培训，使他们能够批判地阅读基于网络的信息，并在“发展性阅读”课程中评估网页，然后调查他们对BL暴露与在线批判识字技能发展之间关系的看法。通过焦点小组讨论和结构化问卷调查获得数据的这项工作既基于批判性扫盲（Janks，2013年），也基于社会建构主义理论（McInerney和McInerney，2002年）。频率分布和皮尔逊相关系数用于分析收集的数据。结果：结果表明，学生认为接触BL与在线批判性读写能力的发展之间存在正相关关系。结论：许多受访者表示倾向于BL模式，