scholarly journals Attitudes of Czech College Students Toward Digital Literacy and Their Technical Aids in Times of COVID-19

2021 ◽  
Vol 11 (4) ◽  
pp. 130
Author(s):  
Katarína Krpálková Krelová ◽  
Kateřina Berková ◽  
Pavel Krpálek ◽  
Andrea Kubišová
Keyword(s):  
Higher Education ◽  
College Students ◽  
Digital Media ◽  
Professional Education ◽  
Digital Literacy ◽  
Higher Education Institutions ◽  
Common Denominator ◽  
Digital Competence ◽  
Technical Aids ◽  
Significance Levels

At present, when the whole world is struggling with the Covid-19 pandemic, it is important to address both the issue of flexibility when educating the younger generation and the issue of further professional education, which contributes to the development of competences that are directly relevant to life and everyday activities in the 21st century. The common denominator of these competences is digital competence. It is the aspect of education that is of primary and crucial importance for digital literacy development. This re-search study aims at establishing the availability of digital media and atti-tudes towards one’s own technical aids and digital literacy among students of two higher education institutions in the Czech Republic. Empirical research involved 1233 college students. The set research hypotheses were tested with a questionnaire-based survey using the Likert scale. A cluster analysis was conducted in the SPSS program. In view of the ordinal nature of data, the nonparametric Mann–Whitney U test conducted at significance levels of 5% and 1% in SPSS was applied to test the dependence of competence self-assessment on the specialization of the higher education institutions/ study level/ study form. The research has unequivocally proven that digital literacy is influenced by education, in terms of the specific study programme special-ization, study level and study form.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

2020 ◽  
pp. 5-15
Author(s):  
Зоя Гаркавенко
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Vocational Education And Training ◽  
Research Review ◽  
Review Journal ◽  
New Paradigm ◽  
Digital Competence ◽  
Information Technology Education

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

scholarly journals Digital competence and digital literacy in higher education research: Systematic review of concept use

2018 ◽  
Vol 5 (1) ◽  
pp. 1519143 ◽  
Author(s):  
Maria Spante ◽  
Sylvana Sofkova Hashemi ◽  
Mona Lundin ◽  
Anne Algers ◽  
Shuyan Wang
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Education Research ◽  
Digital Literacy ◽  
Higher Education Research ◽  
Digital Competence

scholarly journals Implementation of discussion technologies in a personality-centered professional education

2020 ◽  
Vol 9 (26) ◽  
pp. 82-87
Author(s):  
Georgi T. Klinkov ◽  
Mikhail A. Rodionov ◽  
Olga E. Kozlova ◽  
Ekaterina V. Vezetiu ◽  
Ekaterina V. Vovk
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Professional Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Highly Qualified ◽  
Professional Activities

The conditions of modern labor market dictate the need for highly qualified specialists who creatively approach the performance of their professional activities, independently making competent productive decisions. In search of a solution to this problem, higher education institutions resort to the use of modern educational technologies. The article presents the forms of implementation of discussion technologies, their peculiarity, considers their importance and specificity of use in the conditions of personality-centered training and defines the goals of discussion technologies implementation in the course study. The study revealed an increase in the level of students’ training. The use of discussion technologies allowed them to study the topics of the course more deeply.

scholarly journals Social Bots and Fake News as (not) seen from the Viewpoint of Digital Education Frameworks

2017 ◽  
Vol 2017 (Occasional Papers) ◽  
pp. 61-80 ◽  
Author(s):  
Dietmar Janetzko
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Global Scale ◽  
Academic Disciplines ◽  
Fake News ◽  
Digital Competence ◽  
Digital Education ◽  
Research Activities ◽  
Set Up ◽  
The Eu

Over recent years, international organisations like the EU and UNESCO have set up a number of proposals, models and frameworks that seek (i) to map and to conceptualize digital literacy and related concepts, e. g. information, digital or media literacy, digital competence, digital skills and (ii) to formulate policies and recommendations based on the conceptualizations developed. The resulting frameworks, such as Digital Competence (DigComp) developed by the EU, or Media and Information Literacy (MIL) developed by UNESCO, have a strong formative power on a global scale. Affected are policies, laws, regulations, research activities, and academic disciplines like media pedagogy and mindsets. Do these frameworks consider the effects of disruptive attempts by digital media to intervene in public debates e. g. social bots, fake news and other manifestations of biased or false information online? Do they offer avenues for reflection and action to address them? Guided by these questions, this paper studies the flagship frameworks on digital education of the EU and UNESCO, DigComp and MIL. It finds biases in both frameworks. To different degrees, both tend to overemphasize the practical and instrumental use of digital literacy.

scholarly journals BULUILDING CONTENT TRAINING TECHNOLOGIES OF PREPARING FUTURE SPECIALISTS FOR THE IMPLEMENTATION OF HEALTHCARE SAVING TECHNOLOGIES

2020 ◽  
pp. 65-69
Author(s):  
I. Usatova ◽  
V. Tkachenko ◽  
A. Vedmediuk
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Educational Activity ◽  
Professional Activity ◽  
The Future ◽  
Effective Use ◽  
New Formation

In the article on the basis of scientific and pedagogical sources the ways of perfection of the system of professional education with the purpose of preparing the future specialist for the practical realization of the idea of health saving of the nation at all stages of educational activity are analyzed and solved; the general structure of the system of quality assurance of education at the higher educational institution level is substantiated; determined the effective use of didactic principles; new approaches to the development of content, forms and methods of professional training of specialists in the new formation; the content of professional training of future specialists is investigated, covering the set of knowledge, skills and abilities, possession of which enables to work for the chosen type of profession; The set of principles, functions and factors that influence the content of the training is outlined in the curricula and programs of higher education institutions. An analysis of the structure of training of future specialists in higher education institutions is presented, which predicts mastery of a complex of professional and personal components of a future specialist. The peculiarities of preparation of future specialists for the implementation of health-saving technologies in the educational programs offered by educational establishments have been clarified. Types of variety of industrial and research practices are shown, forms and methods of teaching are named. The content of the professional training of future specialists is characterized, the prerequisites for creating the concept of forming the future specialists' willingness to carry out innovative activity are outlined; conditions of effective use of health-saving technologies are formulated, essential characteristics and stages of preparation of future specialists in educational establishments are explained; The basic provisions are substantiated, the observance of which ensures the training of new formation specialists for the implementation of health-saving technologies. It is noted that the capacity for self-organization is the basis of successful professional activity of the future specialist and the educational disciplines of the programs of preparation of domestic higher education institutions are observed, the study of which contributes to the formation of the competence of selforganization. The essence of the problem under consideration and the technology of its solution are revealed.

Minority College Students and Digital Agency

2019 ◽  
pp. 103-135
Author(s):  
Charlotte Baker ◽  
Rebecca J. Blankenship
Keyword(s):  
Higher Education ◽  
College Students ◽  
Graduate Students ◽  
Real World ◽  
Digital Literacy ◽  
Colleges And Universities ◽  
Preservice Teacher Training ◽  
Minority College Students ◽  
Digital Agency ◽  
Workplace Setting

As noted in the 2017 Horizon Report on Higher Education, it is no longer enough to simply graduate with a degree in a particular discipline; the Hart Research Associates Report also emphasizes the point that employers are requesting that colleges and universities place more emphasis on practical and real-world skills rather than focusing on competencies in broader disciplinary theories that may never be applied practically in the daily workplace setting. In this chapter, the authors look at two specific examples: preservice teacher training and the training of graduate students in epidemiology (STEM). The purpose of this qualitative analysis is to examine and compare the literature related to two primary concepts: (1) access to technology and digital literacy of minority college students and (2) minority serving institution (MSI) response to promoting digital literacy among faculty and students enrolled in clinically based programs.

Digital Skills in Times of the COVID-19 Pandemic

2022 ◽  
pp. 400-421
Author(s):  
Cynthia M. Montaudon- Tomas ◽  
Ingrid N. Pinto-López ◽  
Anna Amsler
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Field Study ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Remote Work ◽  
Digital Competence ◽  
Digital Skills ◽  
Current Context ◽  
Digital Competencies

This chapter describes the digital competencies that have become essential in the workforce and how higher education institutions (HEIs) are trying to keep up in a moment in which faculty members have been acquiring digital skills alongside students. A field study was conducted with faculty from HEIs in Mexico to identify the differences between the digital skills that faculty possessed previous to the pandemic and those acquired as a result of remote work. It also analyzes the digital tools they have been provided with to perform their jobs, the training they have received, and the digital skills that they still lack to help students acquire the digital competencies demanded in the workforce. The objective is to identify areas of opportunity and create general guidelines that will help develop critical digital skills. A literature review of the most relevant aspects of digital dexterity and digital competence in higher education (HE) is presented. An analysis of the current context and how it is producing changes faster than before is also included.

scholarly journals LETTERS “TO THE AUTHORITIES” AS A SOURCE ON THE HISTORY OF STUDENT LIFE DURING THE CIVIL WAR

2020 ◽  
pp. 151-162
Author(s):  
A. N. Eremeeva ◽  
Keyword(s):  
Higher Education ◽  
Civil War ◽  
Professional Education ◽  
Higher Education Institutions ◽  
The State ◽  
State Archive ◽  
Armed Struggle ◽  
Vital Functions ◽  
History Of ◽  
Student Mobilization

The article is devoted to student letters "to the authorities" in 1918 – early 1920s, taken as a source for studying the student corporation during the Civil War. The research is limited to the Cossack regions of the Russian South – Don and Kuban, centers of the armed struggle against the Bolsheviks. Higher education institutions were founded there shortly before the revolution. As a result of a powerful intellectual migration from Petrograd and Moscow, new universities were founded in 1918–1919. Student letters used in the study were obtained from the archival funds of higher educational institutions, government and administrative bodies of the State Archive of Krasnodar region, the State Archive of Rostov region, and the Professional Education Department Main Collection of the State Archive of the Russian Federation. Recipients’ and addressee’ statuses, time, subject, and motivation for writing are taken as parameters and considered in the analysis of letters. Attention is given to notes, official inscriptions on the documents, as well as accompanying letters, official answers, autobiographies, questionnaires, etc. The content of letters is examined within the context of the higher education space formation, along with migration processes of the revolutionary years, and the situation of civil confrontation in the South of Russia. Later, the authors of some letters became known in various fields; the discovered texts help recreate the milestones of their early biographies, especially since many tried to conceal the fact of their life and schooling on non-Soviet territories. The research reveals specific themes and plots of student letters "to the authorities", their value as an authentic source of information. These themes are admission / transfer to another institution, student mobilization, ways of solving material problems, and the activities of student organizations. The author notes how the contradictions within the anti-Bolshevik camp (clearly pronounced on the Don and Kuban) influenced the content of the texts. This is especially true for collective messages "to the authorities" that defended the interests of particular groups or students as a whole. It is shown that the interpretation of certain events and processes was determined both by the real needs of the authors of the letters and by the current political situation. In general, letters "to authorities" are an important source for reconstructing students’ daily life and the vital functions of higher education institutions in extreme conditions.

scholarly journals Digital Literacy Learning In Higher Education Through Digital Storytelling Approach

2017 ◽  
Vol 13 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Banny S. K. Chan ◽  
Daniel Churchill ◽  
Thomas K. F. Chiu
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Literacy Learning ◽  
Digital Transformation ◽  
Literacy Skills ◽  
Small Scale ◽  
Digital Competence ◽  
Classroom Activities ◽  
Purposive Sample

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy. 

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