Assessment of Digital Competences in Communication Students across four Latin American Universities

Crawford-Visbal, Joseph Livingston; Crawford-Tirado, Livingston; Ortiz-Záccaro, Zulma; Abalo, Facundo

doi:10.14201/eks.19112

Cited by 17 publications

(10 citation statements)

References 34 publications

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“…This conclusion should be contrasted in a subsequent study to assess whether the perceptions expressed by teachers correspond to their objective digital competence or whether, on the contrary, there really is environmental conditioning that influences the self-concept of digital competence. On the other hand, the professors’ levels of digital competence are like those expressed by students in the Latin American and Caribbean areas [ 54 ].…”

Section: Discussionmentioning

confidence: 99%

Influence of Country Digitization Level on Digital Pandemic Stress

Antón‐Sancho

Vergara

Fernández‐Arias

2022

Behavioral Sciences

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A quick and effective solution to address the immediate change in teaching methods after the COVID-19 pandemic was digital learning environments (DLEs). The way in which this process of change towards DLEs was tackled was different around the world, depending on multiple factors, including the level of digitization, technology, and innovation. This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation of university professors to DLEs. In order to achieve this objective, a sample of 723 university professors from 15 countries in Latin America and the Caribbean was taken. The participants’ self-perception of the stress generated and their levels of digital competence during the COVID-19 pandemic were studied according to the Global Innovation Index (GII) of their country of origin. The results show that professors have an intermediate–high self-perception of both their digital competence and their ability to adapt to DLEs. It is also shown that neither the professors’ level of digital competence nor the GII of the country of origin fully explain the level of pandemic stress regarding the use of DLEs. This fact suggests that there must be other influential factors to consider, thus opening new lines of future research.

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Section: Discussionmentioning

confidence: 99%

Influence of Country Digitization Level on Digital Pandemic Stress

Antón‐Sancho

Vergara

Fernández‐Arias

2022

Behavioral Sciences

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“…Our research shows that students cope better with basic tasks describing digital competences than with more difficult tasks, where the level of their competences is rather low [34]. The obtained results are important not only at the level of shaping an appropriate education strategy, but also at the stage of finding a suitable job [35,36] by people graduating from schools and universities.…”

Section: Discussionmentioning

confidence: 59%

Digital Competences of Polish and Slovak Students—Comparative Analysis in the Light of Empirical Research

et al. 2020

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Skills in using information and communication technology solutions in the modern world determine the quality of professional and social life for everyone. The last decade has shown that digital competences are an important group of key competences for every employee and every organization. The purpose of this study is to present results of surveys on digital competences of Polish and Slovak students. Generally, results show that assessment of the level of digital competence of Polish students is not only higher but also less diverse. The rationale for addressing the subject of digital competences is its significance, constant changes resulting from development of ICT and the need to improve quality of life of individuals and organizations in the modern digital world. In this questionnaire, the students were asked to evaluate their level of understanding both existing and non-existing terms from the ICT area. The results have shown that there are significant differences between the questioned groups of students especially in case of IT competences.

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“…In several research it was also found that men had higher levels of digital competence than women (He & Milliner 2014;Crawford-Visbal et al, 2020). The results obtained by Esteve-Mon and colleagues (2020) show that digital competence is closely related to digital problem-solving (computational thinking), that is, students with higher digital competence scores had also higher digital problem -solving competency.…”

Section: Discussionmentioning

confidence: 95%

Students’ digital competence: A scoping review of measuring instruments

Miltuze¹,

Litiņa²

2021

Human, Technologies and Quality of Education, 2021

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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.

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Assessment of Digital Competences in Communication Students across four Latin American Universities

Cited by 17 publications

References 34 publications

Influence of Country Digitization Level on Digital Pandemic Stress

Influence of Country Digitization Level on Digital Pandemic Stress

Digital Competences of Polish and Slovak Students—Comparative Analysis in the Light of Empirical Research

Students’ digital competence: A scoping review of measuring instruments

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