scholarly journals Students’ digital competence: A scoping review of measuring instruments

2021 ◽  
Author(s):  
Anika Miltuze ◽  
◽  
Sanita Litiņa
Keyword(s):  
European Commission ◽  
Scoping Review ◽  
Knowledge Society ◽  
Measuring Instruments ◽  
Digital Information ◽  
Inclusion Criteria ◽  
Digital Competence ◽  
Comprehensive Overview ◽  
Instrument Measuring ◽  
Competence Framework

In today’s society, digital competence is becoming increasingly relevant, as this competence is necessary to function on both a personal and professional level. Digital competence is essential for students, since it enables them to exist in a digitalised world. Over the last few decades, the concept of digital competence has been used more frequently (Spante et al., 2018), and now it is actively discussed, particularly in terms of policy documents (European Council, 2018; European Commission, 2014; European Commission 2021). During the discussions related to policy, the following questions have been raised: 1) what kind of skills and knowledge people should possess in a knowledge society, and 2) what should be taught to young students and how it has to be done (Ilomäki et al., 2016). The purpose of the present scoping review is to provide a comprehensive overview of relevant research regarding the instruments commonly used to measure digital competence of university students. Arksey and O’Malley’s (2005) five-stage framework underpins the scoping review. Three databases were used to conduct a scoping literature review, including ERIC, ProQuest and EBSCO. The inclusion criteria were peer-reviewed publications written in English within the period from 2014 till 2020. Initially, 395 articles in total were selected; the full texts of 43 articles were assessed. Finally, only 13 out 395 articles that met the inclusion criteria were considered in the present research. This paper reports on three main categories: (1) definition of digital competence, (2) development and characteristics of an instrument measuring digital competence, and (3) key findings. The most commonly used framework found during this research was The European Digital Competence Framework for Citizens 2.0. (Vuorikari et al., 2016). A larger part of studies reports on a designed self-assessment questionnaire comprising of multiple-choice items and quantitative evaluation of the competence. The scoping review showed that the majority of the existing tests enable to assess students’ digital information searching, communication and technical skills. The findings of previous studies indicate that students tend to overestimate their digital competence and lack knowledge of basic topics, the ones related to information and data literacy. Our findings point to the necessity to use different approaches for assessing digital competence on different levels.

School Administrators and Physical Educators: A Scoping Review of Perceptions and Partnerships From 2000 to 2020

2021 ◽  
pp. 105268462199061
Author(s):  
Scott McNamara ◽  
Matthew Townsley ◽  
Kelly Hangauer
Keyword(s):  
Scoping Review ◽  
School Administrators ◽  
Physical Educators ◽  
Inclusion Criteria ◽  
Comprehensive Overview ◽  
Physically Active ◽  
Full Inclusion ◽  
Teachers Perceptions ◽  
Scoping Reviews ◽  
Perceptions Of School

Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.

A Review and Comparative Study of Teacher's Digital Competence Frameworks

2021 ◽  
pp. 51-71
Author(s):  
Li Yang ◽  
Alicia García-Holgado ◽  
Fernando Martínez-Abad
Keyword(s):  
Comparative Study ◽  
Swot Analysis ◽  
Reference Model ◽  
Educational Institutions ◽  
European Level ◽  
Digital Competence ◽  
Comprehensive Overview ◽  
Technological Revolution ◽  
The World ◽  
Competence Framework

The current technological revolution has reached all social classes, and its educative use by teachers has gone noticed. This chapter provides a comprehensive overview of the six main international frameworks published from 2010 until now. The first objective of this work is to analyze these frameworks' contributions to understanding the development of this competence. The second objective is to determine whether there are any differences between these frameworks through strengths-weaknesses-opportunities-threats (SWOT) analysis. The main aim is to make it easier to integrate an assessment digital competence framework for teachers in other regions of the world that do not have their own framework. The analysis indicates that the six frames have coincidences and nuances in understanding the development of digital competence. This study shows that DigComp is subject to create consensus at the European level about the digital competence components, which can also serve as a conceptual reference model for other countries o educational institutions.

scholarly journals DIGITAL COMPETENCE AS ONE OF THE PROFESSIONALLY IMPORTANT COMPETENCIES OF FUTURE TEACHERS

2019 ◽  
Author(s):  
Halyna Henseruk
Keyword(s):  
European Commission ◽  
Professional Competence ◽  
Scientific Work ◽  
Professional Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
Digital Competency ◽  
European Standards ◽  
Competence Framework ◽  
Definition Of

Abstract. In the article digital competence, one of the main components of professional competence of future teachers, is considered. Different approaches of determining the digital competency of future specialists and terminology, used in modern scientific literature to determine the concept of digital competency, have been studied. The analysis of recent scientific work of the proposed problem was carried out. Concepts "competence" and "computer competence" are defined. To integrate with the international educational space, the definition of "digital competence" is appliesd The author substantiates the essence of the concept of "digital competence", defines the components of "digital competence" of future teachers and outlines directions of its development. European standards, which are an important tool for increasing the level of digital competence of specialists in the field of education for identifying digital competences, are analyzed. One of the objectives of the study was to analyze the project of the European Commission “The Digital Competence Framework for Citizens” (DigComp), which is an important tool for increasing the digital competence of specialists in education, training and advanced training. The article defines the definition of digital competence by the European Commission, which defines this competence as one of the key competences for learning through life and is interpreted as a sure, critical and responsible use and interaction with digital technologies for learning, professional activity (work), and participation in society. The article highlights the digital competency standards of the European network of EUROPASS, which include information management, cooperation, communication, content, knowledge, ethics, responsibility, assessment, problem solving and technical operations.

scholarly journals Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment

2021 ◽  
Vol 14 (1) ◽  
pp. e25740
Author(s):  
Julio Cabero-Almenara ◽  
Juan Jesús Gutiérrez-Castillo ◽  
Antonio Palacios-Rodríguez ◽  
Julio Barroso-Osuna
Keyword(s):  
Delphi Study ◽  
Knowledge Society ◽  
Educational Systems ◽  
Digital Competence ◽  
Digital Skills ◽  
Common Framework ◽  
Different Dimensions ◽  
Framework For Teaching ◽  
Competence Framework

Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical capacities, with different dimensions and descriptors. The objective of this article is to compare and evaluate the feasibility of the DigCompEdu European Digital Competence Framework for Teachers (JRC) and the Common Framework for Teaching Digital Competence (INTEF). To do this, it is decided to carry out a theoretical reflection on said frameworks and a subsequent Delphi study with the coefficient of expert competence (CEC). 335 people participated, of which 275 (82.1%) were considered experts (CEC ≥ 0.8). The results indicate that, although they are very similar, the European DigCompEdu Teaching Digital Competence Framework is the most endorsed by experts. Finally, the idea that both are viable proposals to develop teaching digital skills through personalized training itineraries is presented.

scholarly journals Development of Digital Competence in Secondary Education Teachers’ Training

2018 ◽  
Vol 8 (3) ◽  
pp. 104 ◽  
Author(s):  
María Napal Fraile ◽  
Alicia Peñalva-Vélez ◽  
Ana Mendióroz Lacambra
Keyword(s):  
Information And Communication Technologies ◽  
Social Inclusion ◽  
Secondary School Teachers ◽  
Knowledge Society ◽  
Digital Data ◽  
Ministry Of Education ◽  
Digital Competence ◽  
Information And Communication ◽  
Competence Framework ◽  
Teaching Learning

Digital competence is one of the eight key competences for life-long learning developed by the European Commission, and is a requisite for personal fulfilment and development, active citizenship, social inclusion, and employment in a knowledge society. To accompany young learners in the development of competence, and to guarantee optimal implementation of information and communication technologies (ICTs), it is necessary that teachers are, in turn, literate. We had 43 secondary school teachers in initial training to assess their own level of competence in 21 sub-competences in five areas identified by the DIGCOMP project, using the rubrics provided in the Common Digital Competence Framework for Teachers (Spanish Ministry of Education). Overall, pre-service teachers’ conceptions about their level of digital competence was low (Initial). Students scored highest in information, which refers mostly to the operations they performed while being students. Secondly, in safety and communication, excluding protection of digital data and preservation of digital identity. Lowest values were achieved in content creation and problem solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.

A Scoping Review of Interventions Aimed at Improving Knowledge, Detection Practices and Management of Dementia among Health Professionals (Preprint)

2020 ◽  
Author(s):  
Krishna Krishna Prasad Pathak
Keyword(s):  
Health Care ◽  
Scoping Review ◽  
Health Professionals ◽  
Educational Program ◽  
Best Practice ◽  
Intervention Studies ◽  
Educational Interventions ◽  
Learning Activities ◽  
Inclusion Criteria ◽  
Improving Health Care

BACKGROUND Health professionals (HPs) play a key role in dementia management and detection. However, there is a gap in the literature as to what represents best practice with regard to educating HPs to improve their dementia detection practices and management. OBJECTIVE The objective of this scoping review is to synthesize the aggregated studies aimed at improving health care knowledge, detection practices and management of dementia among HPs. METHODS We searched electronically published relevant articles with inclusion criteria; (1) intervention studies aimed at improving HPs practices concerning dementia care and (2) educational interventions focused on nurses and doctors’ knowledge, detection practice and management of dementia. Twenty-five articles fit the inclusion criteria. RESULTS Collaborative programs of practice based workshops, interactive learning activities with community and multi-faced educational program were the most effective. CONCLUSIONS HPs should be supported to improve their knowledge, tackle behavioural problems associated with dementia, be made aware of services and be enabled to engage in more early diagnosis. CLINICALTRIAL no applicable

scholarly journals Security and Privacy Requirements for Electronic Consent

2021 ◽  
Vol 20 (2) ◽  
pp. 1-24
Author(s):  
Stef Verreydt ◽  
Koen Yskout ◽  
Wouter Joosen
Keyword(s):  
Security And Privacy ◽  
Inclusion Criteria ◽  
Comprehensive Overview ◽  
Privacy And Security ◽  
Pubmed Central ◽  
Privacy Requirements ◽  
Development Lifecycle ◽  
Main Challenge ◽  
Security Challenges ◽  
Server Systems

Electronic consent (e-consent) has the potential to solve many paper-based consent approaches. Existing approaches, however, face challenges regarding privacy and security. This literature review aims to provide an overview of privacy and security challenges and requirements proposed by papers discussing e-consent implementations, as well as the manner in which state-of-the-art solutions address them. We conducted a systematic literature search using ACM Digital Library, IEEE Xplore, and PubMed Central. We included papers providing comprehensive discussions of one or more technical aspects of e-consent systems. Thirty-one papers met our inclusion criteria. Two distinct topics were identified, the first being discussions of e-consent representations and the second being implementations of e-consent in data sharing systems. The main challenge for e-consent representations is gathering the requirements for a “valid” consent. For the implementation papers, many provided some requirements but none provided a comprehensive overview. Blockchain is identified as a solution to transparency and trust issues in traditional client-server systems, but several challenges hinder it from being applied in practice. E-consent has the potential to grant data subjects control over their data. However, there is no agreed-upon set of security and privacy requirements that must be addressed by an e-consent platform. Therefore, security- and privacy-by-design techniques should be an essential part of the development lifecycle for such a platform.

Interventions to optimise medication prescribing and adherence in older people with cancer: A systematic scoping review

2021 ◽  
Vol 29 (Supplement_1) ◽  
pp. i23-i24
Author(s):  
M Murphy ◽  
K Bennett ◽  
S Ryan ◽  
C Hughes ◽  
A Lavan ◽  
...  
Keyword(s):  
Older Adults ◽  
Scoping Review ◽  
Grey Literature ◽  
Intervention Development ◽  
Control Group ◽  
Sample Population ◽  
Inclusion Criteria ◽  
Scoping Reviews ◽  
Medication Prescribing ◽  
Broad Overview

Abstract Introduction Older adults with cancer often require multiple medications (polypharmacy) comprising cancer-specific treatments, supportive care medications (e.g. analgesics) and medications for pre-existing conditions. The reported prevalence of polypharmacy in older adults with cancer ranges from 13–92% (1). Increasing numbers of medications pose risks of potentially inappropriate prescribing and medication non-adherence. Aim The aim of this scoping review was to provide an overview of evaluations of interventions to optimise medication prescribing and/or adherence in older adults with cancer, with a particular focus on the interventions, study populations and outcome measures that have been assessed in previous evaluations. Methods Four databases (PubMed, EMBASE, CINAHL, PsycINFO) were searched from inception to 29th November 2019 using relevant search terms (e.g. cancer, older adults, prescribing, adherence). Eligible studies evaluated interventions seeking to improve medication prescribing and/or adherence in older adults (≥65 years) with an active cancer diagnosis using a comparative evaluation (e.g. inclusion of a control group). All outcomes for studies that met inclusion criteria were included in the review. Two reviewers independently screened relevant abstracts for inclusion and performed data extraction. As a scoping review aims to provide a broad overview of existing literature, formal assessments of methodological quality of included studies were not undertaken. Extracted data were collated using tables and accompanying narrative descriptive summaries. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) guidelines (2). Results The electronic searches yielded 21,136 citations (Figure 1). Nine studies met inclusion criteria. Included studies consisted of five randomised controlled trials (RCTs), including one cluster RCT, and four before-and-after study designs. Studies were primarily conducted in oncology clinics, ranging from single study sites to 109 oncology clinics. Sample sizes ranged from 33 to 4844 patients. All studies had a sample population with a mean/median age of ≥65 years, however, only two studies focused specifically on older populations. Interventions most commonly involved patient education (n=6), and were delivered by pharmacists or nurses. Five studies referred to the intervention development process and no studies reported any theoretical underpinning. Three studies reported on prescribing-related outcomes and seven studies reported on adherence-related outcomes, using different terminology and a range of assessments. Prescribing-related outcomes comprised assessments of medication appropriateness (using Beers criteria), drug-related problems and drug interactions. Adherence-related outcomes included assessments of self-reported medication adherence and calculation of patients’ medication possession ratio. Conclusion The main strength of this scoping review is that it provides a broad overview of the existing literature on interventions aimed at optimising medication prescribing and adherence in older adults with cancer. The review highlights a lack of robust studies specifically targeting this patient population and limited scope to pool outcome data across included studies. Limitations of the review were that searches were restricted to English language publications and no grey literature was searched. Future research should focus specifically on older patients with cancer, and exercise rigour during intervention development, evaluation and reporting in order to generate findings that could inform future practice. References 1. Maggiore RJ, Gross CP, Hurria A. Polypharmacy in older adults with cancer. The oncologist. 2010;15(5):507–22. 2. Tricco AC, Lillie E, Zarin W, O'Brien KK, Colquhoun H, Levac D, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Ann Intern Med. 2018;169(7):467–73.

scholarly journals Methods Used and Application of the Mouse Grimace Scale in Biomedical Research 10 Years On: A Scoping Review

Animals ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 673
Author(s):  
Alexandra L. Whittaker ◽  
Yifan Liu ◽  
Timothy H. Barker
Keyword(s):  
Animal Models ◽  
Mouse Models ◽  
Biomedical Research ◽  
Scoping Review ◽  
Facial Features ◽  
Inclusion Criteria ◽  
Academic Literature ◽  
Research Fields ◽  
Neuroscience Research ◽  
Wide Range

The Mouse Grimace Scale (MGS) was developed 10 years ago as a method for assessing pain through the characterisation of changes in five facial features or action units. The strength of the technique is that it is proposed to be a measure of spontaneous or non-evoked pain. The time is opportune to map all of the research into the MGS, with a particular focus on the methods used and the technique’s utility across a range of mouse models. A comprehensive scoping review of the academic literature was performed. A total of 48 articles met our inclusion criteria and were included in this review. The MGS has been employed mainly in the evaluation of acute pain, particularly in the pain and neuroscience research fields. There has, however, been use of the technique in a wide range of fields, and based on limited study it does appear to have utility for pain assessment across a spectrum of animal models. Use of the method allows the detection of pain of a longer duration, up to a month post initial insult. There has been less use of the technique using real-time methods and this is an area in need of further research.

scholarly journals Trapped Between Two Pandemics: Domestic Violence Cases Under COVID-19 Pandemic Lockdown: A Scoping Review

2021 ◽  
pp. 0272684X2110221
Author(s):  
Endurance Uzobo ◽  
Aboluwaji D Ayinmoro
Keyword(s):  
South Africa ◽  
Domestic Violence ◽  
Scoping Review ◽  
Literature Search ◽  
Web Of Science ◽  
Biomed Central ◽  
Inclusion Criteria ◽  
African Countries ◽  
The World ◽  
The Government

Background As it is common with the most devastating events in the world, women always seem to be at the most disadvantage position. This situation manifested during the period of COVID-19 lockdown throughout the world and Africa in particular. The purpose of this study is to explore Domestic Violence (DV) cases in African during the COVID-19 lockdown. Methods Data for this study were gleaned from an electronic literature search using various databases PubMed and BioMed Central, Web of Science, etc. Key search words were gender DV during and after COVID-19. A total of 68 records were identified during the search. However, only 46 of these sources met the inclusion criteria. Results From the review done in selected African countries which include Egypt, South Africa, Kenya, Nigeria, Ghana and Zimbabwe; it was discovered that COVID-19 lockdown across these countries worsens the already existing cases of DV. The study also noted that generally, the response of the government has been very poor in terms of dealing with DV cases in the period of COVID-19 lockdown. Conclusion The study concluded that despite the failures of government in tackling the DV pandemics, NGOs have been very active in championing the cause of those violated while also trying to provide succour to victims. Thus, the study recommended that countries in Africa need to join international initiatives in prioritising DV cases while trying to deal with the virus itself. Thus, one disease should not be traded for another.

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