Ready for digital learning? A mixed-methods exploration of surveyed technology competencies and authentic performance activity

Blayone, Todd J. B.; Mykhailenko, Olena; vanOostveen, Roland; Barber, Wendy

doi:10.1007/s10639-017-9662-6

Cited by 29 publications

(18 citation statements)

References 38 publications

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“…The problems of the emergence of the psychological barrier in teaching various disciplines have been studied for many years, but most of these works are focused on the study of foreign languages (in particular English) by students of universities [6][7][8][9][10].…”

Section: Resultsmentioning

confidence: 99%

“…The digital economy is included in the list of the main directions of the strategic development of Russia until 2025. Despite the fact that the strategy involves the creation of new jobs, overcoming poverty and social inequality, there is a high probability of the so-called "digital divide" -a gap in digital education, in terms of access to digital services and products, and, as a result, the gap in well-being of people [1][2][3][4][5][6][7][8][9]. Especially strongly negative manifestations will affect people of the middle and older age groups of the population, most of whom do not own computer technologies.…”

Section: Introductionmentioning

confidence: 99%

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Methods for Overcoming Psychological Barrier by Adults while Studying Information Technology

2019

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The article considers the problems of teaching information technology to the adult population of Russia in accordance with the strategic direction of the country's development until 2025 - the digital economy, which requires improving the process of teaching information technology (IT), developing new pedagogical technologies and methods focused on modern conditions. Evaluation of developed methods of teaching IT and overcoming the psychological barrier in a large sample of the country's population for a long time shows their replicability and effectiveness.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Methods for Overcoming Psychological Barrier by Adults while Studying Information Technology

2019

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“…More specifically, participants with rounded response scores above and below neutral (defined as three on the five-point A-IT scale and four on the seven-point PCO scale) were placed in “high” and “low” respondent segments for each subscale [4]. This segmentation procedure produced accessible comparative profiles for the Ukrainian and Latvian student cohorts that have proved useful in other readiness research contexts (Blayone et al , 2018a, b). To investigate significant differences between national groups (as a whole) on each subscale, Independent Samples T -Tests were conducted for each factor.…”

Section: Methodology: Apparatuses and Proceduresmentioning

confidence: 99%

Exploring technology attitudes and personal–cultural orientations as student readiness factors for digitalised work

Blayone

Mykhailenko

Usca

et al. 2020

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PurposeEmerging forms of digitalisation are placing new demands on workforce entrants around the globe. This study, catalysed by innovation programs in Ukraine and Latvia, conceptualises, measures and compares key facets of dispositional readiness of university students in two post-Soviet nations for digitalised work.Design/methodology/approachSurvey data, addressing technology attitudes and personal–cultural orientations (PCO), were collected by project teams at universities in Ukraine and Latvia and delivered to the authors for analysis. The authors defined three characteristics of digitalised work, conceptually positioned five of the measured constructs as readiness factors and generated readiness profiles for the two national student cohorts. Investigation of significant differences between the groups was conducted using an Independent Samples T-Test. A composite profile was produced for comparing the overall dispositional readiness of both groups for digitalised work.FindingsThe factor-level profiles showed similar patterns of dispositional alignment and misalignment with digitalised work. For example, technology optimism and learning interest were reported by large percentages of Ukrainians and Latvians and tolerance for unstructured work by small percentages. However, significant differences were found in group levels of technology optimism, technology anxiety, ambiguity intolerance and empowered decision-making. In each case, the Ukrainian profile appeared more strongly aligned with the target.Practical implicationsThe global digitalisation of work requires students, educators, human resource professionals and business leaders to rethink workforce readiness assessment and adapt (re)training programs. Technology enthusiasm and learning interest should be regarded as crucial measurable attitudes motivating technical skills development. Also, cultural orientations should be positioned alongside personality traits and digital skills as factors shaping successful human–computer interaction.Originality/valueThis study initiates a new sociotechnical and cross-cultural trajectory of technology readiness research from data generated in two post-Soviet contexts. Moreover, it positions several measurable dispositions as factors influencing student readiness for digitalised work.

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“…In addition, digital readiness might imply students' knowledge and skills required to use digital media for successful academic engagement (Kim, Hong, & Song, 2019). Based on the data analysis of the DCP, individuals who use digital technology in their daily life are classified into three readiness levels, low, moderate, and high to predict individual's performance in a reliable manner (Blayone et al, 2017).…”

Section: Digital Readinessmentioning

confidence: 99%

Evaluation of Digital Competency of Public University Students for Web-Facilitated Learning: The Case of Saudi Arabia

Barri¹

2020

IES

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Our public universities in Saudi Arabia have made considerable investments in digital hardware, on-site training, and online tutorials to improve the quality of e-learning. However, there is an observed gap among students between the expected and actual use of digital technology in their learning. To close that gap, this requires a conceptual evaluation model that illustrates technological actions students are involved in, the level of digital proficiency they are in, type of digital technology they use, and kind of support they need. This study used the Digital Competency Profiler to evaluate the digital competency of public university students in Saudi Arabia. Data on 94 students from a public university were collected using an online platform. Multiple procedures were used for instrument validation, data screening, and data analysis. Findings from the study suggest that the majority of public university students had high digital readiness for performing social and informational skills through smartphones. In addition, most of university students missed all skills in the epistemological competency and some technical skills. Finally, implications for practice, limitations for generalization, and directions for future research are presented.

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Ready for digital learning? A mixed-methods exploration of surveyed technology competencies and authentic performance activity

Cited by 29 publications

References 38 publications

Methods for Overcoming Psychological Barrier by Adults while Studying Information Technology

Methods for Overcoming Psychological Barrier by Adults while Studying Information Technology

Exploring technology attitudes and personal–cultural orientations as student readiness factors for digitalised work

Evaluation of Digital Competency of Public University Students for Web-Facilitated Learning: The Case of Saudi Arabia

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