A Study on the Learning Support Plans for Borderline Intelligence Learners Using Cognitive Presence in Digital Literacy

Abstract

The purpose of this study is to present a learning support plan for borderline intelligence learners who are repeatedly sluggish by utilizing the cognitive reality of digital literacy. Based on literature research, the influence of digital literacy and cognitive presence on learning was analyzed. As a result of the analysis, digital literacy is the foundation of learning, and learning outcomes vary depending on the degree of understanding of digital literacy. In order to strengthen the cognitive ability of borderline intelligence students, the learning of digital competencies and the production of content to experience a sense of cognitive reality were presented. It is a content that adds stories, pictures, and videos related to the learning concept. Cognition and understanding ability can be strengthened by increasing immersion through learning content. By assessing the cognitive, behavioral, and emotional functions of borderline intelligence learners, we can facilitate meaningful education through the utilization of relevant content. As follow-up research, research on methods for enhancing the digital literacy competency of students with borderline intelligence, research on cognitive function-enhancing content, and simulation models for each function of students with borderline intelligence should be continued.