Employers Demands on E-Skills of University Students in Conditions of Digital Economy

Gašová, Katarína; Misik, Tomas; Štofková, Zuzana

doi:10.12955/cbup.v6.1147

Cited by 11 publications

(9 citation statements)

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“…The definition of digital skills may vary according to the objective, audience, and context (Kauffman and Kauffman, 2017). Digital competence refers to the diverse range of knowledge, skills and attitudes required in a digital environment (Gašová et al, 2018). On the other hand, Area and Guarro (2012) asserted that digital skills revolve around the ability to search for information, the ability to express oneself in different programming languages and the capacity for social interaction, integrating new technologies.…”

Section: Digital Skillsmentioning

confidence: 99%

Integration of ICTS and Digital Skills in Times of the Pandemic Covid-19

Manco-Chavez¹,

Hernández²,

Buendia-Aparcana³

et al. 2020

IJHE

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In these times of global tragedy due to the pandemic that caused COVID-19, distance learning relies on the resources of the digital field, as well as on the management of ICT and the development of digital skills. Therefore, this research has been aimed at corroborating the existing links between the integration of ICT and digital skills pandemic times. A study with a quantitative, non-experimental, cross-sectional, correlational approach was developed. The sample consisted of 168 students from a public university in Lima, Peru. Two tools were adapted: 1) integration of ICT, 18 items and 2) digital skills, 30 items, with reliability coefficients by Cronbach's Alpha of 0.976 and 0.889, respectively. The questionnaires were developed and taken through Google forms. The results showed that the level of integration of ICT was high (89.9%) as well as digital skills (86.9%). Spearman's Rho correlation analysis concluded that there was a positive and high relationship between integration of ICT and digital skills (0.761, p < 0.05). Finally, discussions were raised about the development of aspects related to ICT during the current pandemic.

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Section: Digital Skillsmentioning

confidence: 99%

Integration of ICTS and Digital Skills in Times of the Pandemic Covid-19

Manco-Chavez¹,

Hernández²,

Buendia-Aparcana³

et al. 2020

IJHE

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“…In relation to measuring digital skills, Ilomäki, et al (2016) observe that in policy related papers, the term "skills" has been replaced by the term "competencies" (p. 655). Various papers make an attempt to propose the digital competencies that are required from those who enter and function in the digital world (Gašová et al, 2018;Iordache et al, 2017). Included in Table 1 is a digital competencies framework developed by (Álvarez-Flores et al, 2017).…”

Section: Information Digital Skill -Ability To Critically Evaluate Onmentioning

confidence: 99%

“…Understanding the importance of digital skills for successful learning at the tertiary level (Gazi, 2016;Jiménez-Cortés et al, 2017;Komlayut & Srivatanakul, 2017) as well as the demand for graduates equipped with digital skills (Chetty, Aneja, et al, 2018;Gašová et al, 2018;Ilomäki et al, 2016), this research focuses on measuring the current digital skills of students at one of the universities in PNG. Better understanding of the level of student digital competency may advise teaching and learning strategies towards strengthening and developing skills that will prepare students to function in digitalized environments.…”

Section: Digital Skills In the Papua New Guinea Contextmentioning

confidence: 99%

Digital Skills at Divine Word University, Papua New Guinea

Kolodziejczyk¹,

Gibbs²,

Nembou³

et al. 2020

ije

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The purpose of the study was to investigate the level of digital skills within a group of university students in Papua New Guinea and their ability to meaningfully engage within the digital world. The study also aimed to explore whether the traditionally recognized digital divide continues between genders and place of origin, and between years of study and faculties. This study utilizes the framework defined by Van Deursen and Van Dijk who identify operational, formal, information and strategic skills. The study measured the internet skills of students by asking 289 participants to complete sixteen assignments on the internet. The results indicate that, on average, the tasks were completed as follows: 38% of operational skills, 13% of formal internet skills, 30% of information skills and 28% of strategic internet skills. Age and gender were not significant; however, performances were significantly different for students from the capital city as compared to those coming from a rural town or village environment, and performance improved as students moved through the four years of university training. Differences in groups from specific faculties are significant but require further study to explain. If operational and formal skills are a necessary (but not sufficient) condition for performance of higher-level information and strategic skills, then tertiary institutions, particularly those facing the effects of the digital divide, will need to ensure that those necessary skills are provided for. Having ensured digital competency at that level, further efforts can be made to develop information and strategic skills to ensure a meaningful and creative use of digital technologies.

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Section: Digital Skills In the Papua New Guinea Contextmentioning

confidence: 99%

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2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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Employers Demands on E-Skills of University Students in Conditions of Digital Economy

Cited by 11 publications

References 0 publications

Integration of ICTS and Digital Skills in Times of the Pandemic Covid-19

Integration of ICTS and Digital Skills in Times of the Pandemic Covid-19

Digital Skills at Divine Word University, Papua New Guinea

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