How variation in internet access, digital skills, and media use are related to rural student outcomes: GPA, SAT, and educational aspirations

Hampton, Karl; Robertson, Craig T.; Fernandez, Laleah; Shin, Inyoung; Bauer, J. M.

doi:10.1016/j.tele.2021.101666

Cited by 28 publications

(17 citation statements)

References 53 publications

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“…[39], Sins, et al[47], Hampton, et al[61], and Honicke, et al[107]. This study indicates the key role of collaborative learning and self-effort regulation in higher education students' learning context as components of learning strategies.…”

mentioning

confidence: 53%

“…Digital skill is a concept encompassing skill and specific techniques that are necessary for the use of effective digital technology [60]. In the last few years, several studies have used various terms to explain skills and the ability to use digital technology in learning activities-e.g., digital skills [61,62], technology skills [63,64], digital literacy [65,66], digital competence [67,68], digital tools [69], 21st century skills [70][71][72][73][74], ICT literacy [75][76][77], and ICT skills [78]. Regarding the latest competence areas relevant to digital literacy skills, UNESCO [79] suggested a concept frame of operation in seven major dimensions: devices and software operations, information and data literacy, communication and collaboration, digital content creation, safety, problem solving, and career-related competencies.…”

Section: Digital Skillmentioning

confidence: 99%

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The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand

Chonsalasin

Khampirat

2022

IEEE Access

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Rapid technological changes in industry and institutions of higher education required that their continuous learning and teaching methods conform to the needs of the labor market in the digital era. Building the engineering skill self-efficacy of students should be a key goal for educational institutions as they develop necessary skills for future engineers. This work investigated structural factors influencing engineering skill self-efficacy by conducting a questionnaire survey among 1,316 engineering students in Thailand. Structural equation modeling was used to validate the proposed model. The research results indicated that engineering skill selfefficacy was contributed to digital skills, learning strategies, and achievement goal orientation. Learning strategies were predicted by achievement goal orientation, and they positively associated with digital skills. These empirical findings reflect a sustainable educational development structure for engineering education. The results may benefit educators by specifying methods of educational development and learning activity design and promoting pedagogical system to develop learners' characteristics to enhance their engineering skill self-efficacy. Students can then be prepared with digital skills to apply to their further work, which will affect capacity building and the overall image of a country's development.INDEX TERMS Achievement goal orientation, learning strategies, digital skills, engineering skill self-efficacy.

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mentioning

confidence: 53%

Section: Digital Skillmentioning

confidence: 99%

The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand

Chonsalasin

Khampirat

2022

IEEE Access

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“…Regarding digital literacy, the results are similarly mixed. Again in a rural context, Hampton et al (2021) found that social media skills are related to higher performance on standardised exams but that internet access, use, and skills have limited influence on educational aspirations. In an Italian study, Argentin et al ( 2014) found that at a descriptive level, there would seem to be a strong positive relationship between digital skills and academic achievement, however a deeper analysis suggests that other factors drive this achievement.…”

Section: Reactivementioning

confidence: 95%

“…Finally, and most importantly from an education perspective, evidence of a positive relationship between access to and use of digital technologies in education and learning outcomes remains inconclusive or weak at best (World Bank, 2008;Hinostroza, 2018;OECD, 2020). For example, in a recent study in a rural context, Hampton et al (2021) found that broadband access fills the "homework gap" but has little relationship to academic achievement. Regarding digital literacy, the results are similarly mixed.…”

Section: Reactivementioning

confidence: 99%

Digital Education

et al. 2022

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Education plays an essential role in transferring social norms and building human capital. There is widespread enthusiasm for the adoption and integration of digital technologies in education. This digitalisation of education has become a pillar of education policy worldwide, driven by growing optimism that such a policy approach can bestow a wide range of potential benefits to economies and society as a whole. Unfortunately, despite this optimism, digital inequalities remain in education—with these inequalities impacting the most vulnerable in society, including those who are socio-economically disadvantaged and/or residing in rural areas. Robust measurement of digital technologies in education is critical for informing policy and action, as well as for monitoring progress. This chapter defines digital education and discusses the rationales, benefits and challenges in integrating digital technologies in education. It concludes with an overview of existing international indicators for measuring digital technology in education.

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“…Penelitian kecakapan digital pada kalangan pelajar menemukan bahwa mereka yang memiliki kecakapan digital lebih tinggi, terutama kecakapan media sosial, mendapat peringkat nilai lebih tinggi di sekolah. Tidak hanya di perkotaan, pelajar di perdesaan juga dapat berpartisipasi dalam beragam aktivitas media online, yang mendukung pengembangan kecakapan digital (Hampton, Robertson, Fernandez, Shin, & Bauer, 2021). Pengukuran tingkat kecakapan digital pada para profesional di industri kreatif terkait pemrosesan informasi, berpikir kritis, kreativitas, dan kecakapan pemecahan masalah, menemukan bahwa sebagian besar mengalami kesulitan pada aspek evaluasi informasi digital dan kecakapan pemecahan masalah (van Laar et al, 2020b).…”

Section: Pendahuluanunclassified

Pribumi Digital Moderat: Profil Kecakapan Komunikasi Digital Generasi Z

Badri¹

2022

JURKOM

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Perkembangan media digital mendorong tumbuhnya kreativitas sekaligus memunculkan beragam persoalan etis. Untuk mendorong dampak positif maka penggunanya harus memiliki kecakapan komunikasi digital. Penelitian ini bertujuan untuk mengetahui kecakapan komunikasi digital generasi Z, studi dilakukan di Provinsi Riau. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei pada 150 generasi Z mewakili perkotaan dan perdesaan. Instrumen penelitian menggunakan variabel empat dimensi kecakapan digital: informasi, komunikasi, pemecahan masalah, dan pengembangan konten. Penelitian ini menemukan, persentase tinggi pada semua indikator kecakapan informasi yang menunjukkan literasi digital generasi Z relatif baik karena mampu memilih website dan media sosial kredibel. Kecakapan komunikasi menunjukkan persentase tinggi pada semua indikator, bahkan sangat tinggi pada indikator kemampuan berkomunikasi dalam lingkungan digital dan kemampuan menghargai perbedaan, seperti agama, budaya, gender, dan status sosial. Kecakapan pemecahan masalah digital menunjukkan persentase tinggi pada semua indikator, terutama kemampuan memutuskan penggunaan platform digital sesuai tujuan dan kebutuhan. Sementara itu, kecakapan mengembangkan konten cenderung rendah dalam menghasilkan konten kreatif dan mengelola hak dan lisensi. Temuan ini menyimpulkan bahwa generasi Z merupakan pribumi digital yang moderat terhadap perbedaan kultur digital dan responsif terhadap perkembangan media digital. Penelitian ini merekomendasikan penguatan literasi digital khususnya pengembangan konten kreatif dan kekayaan intelektual.

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How variation in internet access, digital skills, and media use are related to rural student outcomes: GPA, SAT, and educational aspirations

Cited by 28 publications

References 53 publications

The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand

The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand

Digital Education

Pribumi Digital Moderat: Profil Kecakapan Komunikasi Digital Generasi Z

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