scholarly journals University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities

2020 ◽  
pp. 69-88 ◽  
Author(s):  
Eloy López-Meneses ◽  
Fabrizio Manuel Sirignano ◽  
Esteban Vázquez-Cano ◽  
José Manuel Ramírez-Hurtado
Keyword(s):  
University Students ◽  
Digital Literacy ◽  
Intermediate Level ◽  
Digital Content ◽  
Quantitative Methodology ◽  
Digital Competence ◽  
Content Creation ◽  
European Universities ◽  
Student Profiles ◽  
Spanish Universities

This study analysed the digital competence of 1,073 students at one Italian and two Spanish universities using the COBADI 2.0 (Basic Digital Competences/Registered Trademark 2970648) questionnaire. A quantitative methodology was applied to university students’ use of, and competence in, three areas of DigCom 2.1: information and data literacy, communication and collaboration, and digital content creation. The results showed that these future graduates had an upper intermediate level of competence in information and digital literacy, and communication and collaboration, but a lower intermediate level in terms of digital content creation, particularly in the creation and dissemination of multimedia content using different tools. Two student profiles were identified for time spent online: those who dedicated a lot of their time to gaming or interacting on social media, and those who used most of their online time to searching for information and completing academic work.

scholarly journals The digital competence of university students: a systematic literature review

2020 ◽  
Vol 38 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Anna Sánchez-Caballé ◽  
Mercè Gisbert-Cervera ◽  
Francesc Esteve-Mon
Keyword(s):  
University Students ◽  
21St Century ◽  
Digital Literacy ◽  
Educational Institutions ◽  
Digital Competence ◽  
Content Creation ◽  
Ethical Skills ◽  
Information Skills ◽  
Skills Use ◽  
High Level

Digital competence is a pressing need for students in the 21st century. The present study is a systematic review of the literature on university students’ digital abilities. The methodology consisted of selecting documents (n=126) from three different databases (Scopus, Web of Science and ERIC) via peer review. The documents were selected for inclusion following predefined criteria and then analysed using a qualitative analysis software (ATLAS.ti). Digital competence is made up of several elements (information skills, content creation, communication, ethical skills, problem solving, technical skills/use and strategic skills). We identified that the most frequently-used terms in the literature are digital literacy and digital competence. However, the terminology used varies among authors. We also found that most authors do not believe that young people actually have the digital abilities that they are assumed to have. In other words, students do not have a high level of digital competence. Educational institutions therefore need to help them to develop this competence, which is so necessary in the context of 21st century education.

scholarly journals Digital Competence in Higher Education: Students’ Perception and Personal Factors

2021 ◽  
Vol 13 (21) ◽  
pp. 12184
Author(s):  
Yu Zhao ◽  
María Cruz Sánchez Gómez ◽  
Ana María Pinto Llorente ◽  
Liping Zhao
Keyword(s):  
University Students ◽  
Rural Areas ◽  
Lower Grade ◽  
Quantitative Methodology ◽  
Personal Factors ◽  
Digital Competence ◽  
Education Students ◽  
Digital Competencies ◽  
Future Work ◽  
The Impact

University students are expected to have the appropriate digital competence to face the demands of the changing educational model and to meet the challenges of the future work. This paper describes university students’ perceptions of digital competence and analyzes the impact of personal factors on digital competence in a sample of 5164 students from all majors in the first and fourth year of their studies at Gansu Agricultural University (China). A quantitative methodology was followed, employing a non-experimental method and the survey technique to collect data. The results obtained show that students’ perceptions of digital competencies in terms of information and data literacy, communication and collaboration, and safety were positive. Furthermore, there were significant differences in students’ self-perceptions of digital competence related to gender, grade level, area of residence, and prior relevant training in the DigComp framework-based instrument. The development of key competency areas for digital competence, such as the creation of digital content, should be promoted, along with helping students to gain knowledge when dealing with everyday technological issues. The need for training related to the use of ICT and digital competencies was also highlighted, as well as supporting the promotion of female students in selected areas of digital competence and assisting lower grade students and students from rural areas in digital competence development.

scholarly journals Digital education prospects after COVID 19

2021 ◽  
Vol 296 ◽  
pp. 08016
Author(s):  
Evgeniia Dragunova ◽  
Anna Sokolova
Keyword(s):  
Digital Literacy ◽  
Sustainable Development Goals ◽  
Digital Content ◽  
Digital Environment ◽  
Content Creation ◽  
Digital Education ◽  
Development Goals ◽  
The Subject ◽  
Digital Addiction ◽  
High Level

The article describes the transformation of higher education during and after the pandemic. Digital Education is examined as one of the ways that can ensure the achievement of sustainable development goals. Not only positive features of digital education but also obstacles on the way to its development and implementation are considered. It’s determined how much the scientific community is interested in the subject of digital education. There has been analyzed the sentiment of blogosphere visitors who create and discuss the content related to the topic of digital education. The analysis identifies that negative posts are associated with the topic of digital security and the risk of digital addictions. In addition, this article presents the results of Internet-based testing of students that reveal the level of digital literacy and readiness to work in a digital environment. The problems students face are mainly related to aspects such as “digital content creation skills” and “digital security”. Also, the analysis of the frequency of interaction with gadgets and the risk of student digital addiction is carried out. It’s revealed that some of the respondents have a risk of internet addiction and a high level of nomophobia.

scholarly journals Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

2020 ◽  
Vol 4 (4) ◽  
pp. 74 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Isabel María Gómez-Trigueros ◽  
Marc Trestini ◽  
Carlos Pérez-González
Keyword(s):  
Quantitative Methodology ◽  
Self Perception ◽  
Future Teachers ◽  
Digital Competence ◽  
Cross Sectional ◽  
Ex Post ◽  
Ex Post Facto ◽  
Spanish Universities ◽  
Competence Framework ◽  
The One

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

scholarly journals Trajectories of Victimization and Bullying at University: Prevention for a Healthy and Sustainable Educational Environment

2021 ◽  
Vol 13 (6) ◽  
pp. 3426
Author(s):  
José Gómez-Galán ◽  
Cristina Lázaro-Pérez ◽  
José Ángel Martínez-López
Keyword(s):  
Higher Education ◽  
University Students ◽  
Predictive Factors ◽  
Compulsory Education ◽  
Social Consequences ◽  
Three Dimensions ◽  
Quantitative Methodology ◽  
Community Institutions ◽  
Education Environment ◽  
Spanish Universities

The bullying phenomenon is both an uncomfortable reality and a serious social problem for educational community institutions. Its presence is incompatible with a healthy and sustainable education environment. The educational, psychological, and social consequences of bullying transcend the personal sphere and reach the family and work environment in adulthood. Traditionally, bullying has been studied in the compulsory educational stages. However, at present, this problem is also being addressed in higher education. The present research, which is of a transversal nature, aims to explore bullying in the Spanish university setting, along with its typology, scope, and predictive factors, from both socio-demographic and family perspectives. In this sense, we set ourselves the following objectives: (GO1) to see if university students are exposed to bullying, as well as to identify the profiles of the subjects of bullying from three dimensions (physical, relational, and verbal victimization) and (GO2) to determine whether there are trajectories of bullying in university students from the compulsory education stage to the present. Based on a descriptive quantitative methodology, this study was conducted in 10 Spanish universities. The research’s major results show that the persistence of bullying in university classrooms is of a relational and verbal nature, but is not physical. Victimization occurs mainly in women who carry out studies linked to social and legal sciences or art and the humanities. Additionally, it is observed that a spiral of relational violence is produced, perpetuating this type of aggression over time. Among other predictive factors in university students is that they have suffered relational violence during their compulsory education. These data should alert educational and health institutions about the persistence of bullying in university students to prevent it and to facilitate its early detection and treatment to eradicate this problem from higher education classrooms.

scholarly journals Measurement of Digital Literacy Among Older Adults: Systematic Review

10.2196/26145 ◽  
2021 ◽  
Vol 23 (2) ◽  
pp. e26145
Author(s):  
Sarah Soyeon Oh ◽  
Kyoung-A Kim ◽  
Minsu Kim ◽  
Jaeuk Oh ◽  
Sang Hui Chu ◽  
...  
Keyword(s):  
Systematic Review ◽  
Older Adults ◽  
Health Care Professionals ◽  
Digital Literacy ◽  
Technology Use ◽  
The United States ◽  
Ease Of Use ◽  
Digital Content ◽  
Content Creation ◽  
Older Populations

Background Numerous instruments are designed to measure digital literacy among the general population. However, few studies have assessed the use and appropriateness of these measurements for older populations. Objective This systematic review aims to identify and critically appraise studies assessing digital literacy among older adults and to evaluate how digital literacy instruments used in existing studies address the elements of age-appropriate digital literacy using the European Commission’s Digital Competence (DigComp) Framework. Methods Electronic databases were searched for studies using validated instruments to assess digital literacy among older adults. The quality of all included studies was evaluated using the Crowe Critical Appraisal Tool (CCAT). Instruments were assessed according to their ability to incorporate the competence areas of digital literacy as defined by the DigComp Framework: (1) information and data literacy, (2) communication and collaboration, (3) digital content creation, (4) safety, and (5) problem-solving ability, or attitudes toward information and communication technology use. Results Searches yielded 1561 studies, of which 27 studies (17 cross-sectional, 2 before and after, 2 randomized controlled trials, 1 longitudinal, and 1 mixed methods) were included in the final analysis. Studies were conducted in the United States (18/27), Germany (3/27), China (1/27), Italy (1/27), Sweden (1/27), Canada (1/27), Iran (1/27), and Bangladesh (1/27). Studies mostly defined older adults as aged ≥50 years (10/27) or ≥60 years (8/27). Overall, the eHealth Literacy Scale (eHEALS) was the most frequently used instrument measuring digital literacy among older adults (16/27, 59%). Scores on the CCAT ranged from 34 (34/40, 85%) to 40 (40/40, 100%). Most instruments measured 1 or 2 of the DigComp Framework’s elements, but the Mobile Device Proficiency Questionnaire (MDPQ) measured all 5 elements, including “digital content creation” and “safety.” Conclusions The current digital literacy assessment instruments targeting older adults have both strengths and weaknesses, relative to their study design, administration method, and ease of use. Certain instrument modalities like the MDPQ are more generalizable and inclusive and thus, favorable for measuring the digital literacy of older adults. More studies focusing on the suitability of such instruments for older populations are warranted, especially for areas like “digital content creation” and “safety” that currently lack assessment. Evidence-based discussions regarding the implications of digitalization for the treatment of older adults and how health care professionals may benefit from this phenomenon are encouraged.

scholarly journals The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University

2021 ◽  
Vol 13 (8) ◽  
pp. 4163
Author(s):  
Yu Zhao ◽  
Ana María Pinto Llorente ◽  
María Cruz Sánchez Gómez ◽  
Liping Zhao
Keyword(s):  
Problem Solving ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Digital Content ◽  
College Teachers ◽  
Digital Competence ◽  
Content Creation ◽  
Years Of Teaching Experience ◽  
The Impact

With the development of Information and Communication Technologies (ICT) and the emergence of the Corona virus (COVID-19,) our way of life and even our education have been affected. The education approach has changed from traditional tutorials to online education. As a result, it has been a necessary for not only students but also teachers to improve their digital competence. The aim of this study was to describe in-service teachers’ self-perceptions of digital competence in the context of higher education and analyze the impact of gender and years of teaching experience on college teachers’ digital competence. For this purpose, a quantitative methodology has been used. A sample of 536 in-service teachers from Gansu Agricultural University, China, completed a questionnaire on digital competence. The data were collected in the academic year of 2019–2020. The results show that the sample considered themselves positively in information and data literacy, communication and collaboration, security and problem solving, while they self-evaluated their digital content creation negatively. Regarding the variables studied, significant differences were found in favor of male college teachers in the perception of digital competence. In relation to the teaching experience, teachers with less teaching experience thought themselves better in the areas of communication and collaboration, digital content creation, security and problem solving.

scholarly journals Assessment of Female University Students’ Digital Competence: Potential Implications for Higher Education in Africa

2021 ◽  
Vol 11 (3) ◽  
pp. 98
Author(s):  
Ayodele Abosede Ogegbo ◽  
Fatimah Yetunde Tijani ◽  
Oyebimpe Adegoke ◽  
Kelechi Ifekoya ◽  
Jane Namusoke
Keyword(s):  
Higher Education ◽  
South Africa ◽  
University Students ◽  
Digital Literacy ◽  
Female Students ◽  
Digital Competence ◽  
African Countries ◽  
Significant Difference ◽  
Chi Square Analysis ◽  
Education In Africa

This study assessed the digital skills of female university students and the implications for higher education in Africa. A descriptive survey was used to sample 100 female university students from four African countries (Nigeria, Rwanda, South Africa, and Uganda). The instrument used was the digital competence survey. Two research questions and two hypotheses were postulated and tested. According to the study's findings, most female university students in Nigeria and South Africa have expert and advanced levels of information and digital literacy, communication and collaboration, digital content creation, and safety.On the other hand, Uganda was mainly found at the basic or no levels, whereas Rwanda was mostly found at the intermediate levels. The chi-square analysis reveals a significant difference between the ages of female university students and their DC levels (χ2 =.000; p < 0.05). A significant difference exists between female university students’ program of study and their levels of DC (χ2 = .000; p < 0.05). Students also faced challenges such as a lack of ICT tools, insufficient knowledge and skills, data issues, and poor internet connectivity. The implications of these findings for African higher education institutions suggest that female students, particularly in Rwanda and Uganda, require training to be digitally competent and compete globally with their peers. As a result, we recommend that students from different programs of study with less demand in technology be allowed to take compulsory electives in technology courses while older female students are given adequate support.

scholarly journals Managing Teacher’s Digital Literacy in Responding to the Challenges of 21st Century Skills

2021 ◽  
Vol 13 (3) ◽  
pp. 2249-2255
Author(s):  
Lukman Hakim
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Digital Technology ◽  
Digital Literacy ◽  
School Environment ◽  
Digital Content ◽  
Research Approach ◽  
Islamic School ◽  
Content Creation

Digital technology has become a very important part of the implementation of education. Therefore, the purpose of this research was to find out the need for a digital literacy framework for teachers in facing the challenges of 21st-century education. The participants were 30 class teachers and principals from the Karang Baru State Islamic Madrasah, Al-Ittihadul Islamiyah Islamic School Ampenan, and the Integrated Integrated Elementary School Sekarbela. Data were taken using observation, interviews, questionnaires, and documentation. This study uses a descriptive qualitative research approach. The results of the study indicate that teachers need to increase digital literacy in aspects of Information and Information literacy, communication and collaboration, digital content creation, digital security, and digital problem-solving. The implications of this research can be seen in understanding the concept of improving the quality of teacher digital literacy according to the needs of teachers and the situation of the school environment 

scholarly journals Research on key influencing factors of university students' digital competence in blended teaching

2021 ◽  
Vol 11 (4) ◽  
pp. 210-224
Author(s):  
Kai Zhang
Keyword(s):  
College Students ◽  
University Students ◽  
Activity Theory ◽  
Influencing Factors ◽  
Digital Literacy ◽  
Evaluation System ◽  
Literacy Education ◽  
Key Factors ◽  
Digital Competence ◽  
University Policy

Understanding the current state of information and communication technology (ICT) use in teaching situations will help schools better develop students' 21st-century skills to meet the digital age's challenges and opportunities. The purpose of this paper is to provide reference for colleges and universities to formulate the framework and implementation strategies of digital literacy education, by analysing the key factors that influence the digital literacy education of college students. Firstly, based on literature research and activity theory, this paper integrates and refines the influencing factors of digital literacy education of college students from five dimensions, and analyses the key factors affecting digital literacy education. Then, experts were invited to fill in the questionnaire to obtain sample data, and the interaction between the factors was analysed by using the decision-making trial and evaluation laboratory method to identify the key influencing factors. The results show that university policy, cultural environment, ICT infrastructure, teaching management and evaluation system are the five key influencing factors.   Keywords: ICT, digital literacy education, university students, activity theory, DEMATEL

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