Situating the student: factors contributing to success in an Information Technology course

Barlow-Jones, Glenda; Westhuizen, Duan van der

doi:10.1080/03055698.2010.506329

Cited by 14 publications

(8 citation statements)

References 3 publications

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“…Numerous studies have been conducted to understand higher education students’ skills in a variety of components such as information literacy, communication, collaboration, and digital content creation as being associated with DL (Blayone et al, 2017 ; Ng, 2012 ; Pamuk & Peker, 2009 ). The first finding here is that a digital divide may exist due to a number of factors such as socioeconomic status, cultural capital, and age (Bancroft, 2016 ; Barlow-Jones & van der Westhuizen, 2011 ; Sánchez-Caballé et al, 2020 ). In terms of gender, several studies have reported different findings.…”

Section: Introductionmentioning

confidence: 89%

Digital literacy skills of university students with visual impairment: A mixed-methods analysis

Arslantaş

Gül

2022

Educ Inf Technol

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Both for new higher education students and especially for individuals with visual impairment (VI), becoming digitally literate is a necessity in order to be able to fully participate in society and to overcome certain educational barriers. This study explores the digital literacy (DL) skills of university students in Turkey with VI, along with the factors that can affect DL levels. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 60 participants during the first phase of the study through an online survey consisting of demographic questions and the DL Scale. Qualitative data were collected via semi-structured interviews held with eight participants as the second phase. The study found quite high levels for several self-reported technical and cognitive sub-factors of DL skills, and lower levels for the social sub-factor. Comparative analysis revealed no significant difference between gender, level of VI, and type of school. The results showed that daily use of the Internet had a significant positive effect on DL scores, and that there was a negative correlation between DL and age of starting to use technology. The qualitative findings suggested that the participants already possessed basic DL skills such as accessing information and creating files; however, they lacked skills in information management, effective collaboration, communication, and in digital content creation. The study sheds light on factors affecting DL of VI students and discusses implications for both researchers and practitioners.

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Section: Introductionmentioning

confidence: 89%

Digital literacy skills of university students with visual impairment: A mixed-methods analysis

Arslantaş

Gül

2022

Educ Inf Technol

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“…Various authors have defined a competence as a process that enables people to resolve problems creatively, perform activities, formulate questions, search for relevant information, and analyse, understand, and reflect as they apply their knowledge in response to the demands of a real world (Bancroft, 2016;Newland & Handley, 2016;Ramos, Chiva, & Gómez, 2017;Serrano, Biedermann, & Santolaya, 2016). It could be said that we are facing a paradigmatic shift in the process of educating professionals (Barlow-Jones & van der Westhuizen, 2011;Bendermacher, Oude Egbrink, Wolfhagen, & Dolmans, 2017). As González-Calatayud, Román-García, and Prendes-Espinosa (2018) stated, given the importance of competences and their place at the centre of the progressive approach adopted by our educational systems, official institutions have begun to list the basic competences required of students, all of which include digital competence (European Commission, 2006, 2016European Union, 2014;Organic Law of Education, 2006;OECD, 2005;UNESCO, 2011).…”

Section: University Students' Digital Competencesmentioning

confidence: 99%

University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities

López-Meneses

Sirignano

Vázquez‐Cano

et al. 2020

AJET

128

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This study analysed the digital competence of 1,073 students at one Italian and two Spanish universities using the COBADI 2.0 (Basic Digital Competences/Registered Trademark 2970648) questionnaire. A quantitative methodology was applied to university students’ use of, and competence in, three areas of DigCom 2.1: information and data literacy, communication and collaboration, and digital content creation. The results showed that these future graduates had an upper intermediate level of competence in information and digital literacy, and communication and collaboration, but a lower intermediate level in terms of digital content creation, particularly in the creation and dissemination of multimedia content using different tools. Two student profiles were identified for time spent online: those who dedicated a lot of their time to gaming or interacting on social media, and those who used most of their online time to searching for information and completing academic work.

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“…No obstante, y sin generalizar, es importante tener en cuenta que hay otros factores que también pueden influir en los niveles de competencia digital. Entre ellos se encuentran aspectos como los factores socioeconómicos, las barreras lingüísticas o las políticas educativas desequilibradas (Barlow- Jones & Westhuizen, 2011). Otros elementos son el acceso de los estudiantes a dispositivos móviles y a Internet o, como ya se ha mencionado, su nivel económico (Korucu y otros, 2016).…”

Section: ¿Qué Perfil De Competencia Digital Tienen Los Estudiantes?unclassified

“…Los jóvenes con mayores niveles de competencias digitales suelen estar en cursos que implican TIC y, por tanto, están predispuestos a utilizar herramientas digitales. Esta predisposición es importante en lo que respecta a su desarrollo durante el primer año en la universidad (Barlow- Jones & Westhuizen, 2011).…”

Section: ¿Qué Perfil De Competencia Digital Tienen Los Estudiantes?unclassified

Competencias digitales y rendimiento académico en estudiantes universitarios: una mirada desde la educación no presencial

Paucarchuco¹,

Espíritu²,

Villegas³

et al. 2021

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Como parte de las políticas educativas para contrarrestar la pandemia ocasionada por el Covid-19, se optó por la educación no presencial en las universidades. De ahí que la presente obra tiene el objetivo de determinar el impacto de las competencias digitales y el rendimiento académico en estudiantes universitarios. Para ello, se realizó un estudio de caso en la Universidad Nacional de Huancavelica, Perú durante el curso 2021. La metodología utilizada fue de tipo no experimental, con nivel descriptivo correlacional, diseño mixto. Como resultado se obtuvo que existe una relación positiva moderada entre las competencias digitales y el rendimiento académico, por tanto, el estudiante universitario requiere mejorar sus competencias digitales para obtener un rendimiento académico. Lo anterior impone la apertura a un mayor ámbito de investigación, así como la capacitación a los estudiantes en TIC, que les permitan fortalecer sus competencias digitales, desde la educación básica regular y de forma transversal.

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Situating the student: factors contributing to success in an Information Technology course

Cited by 14 publications

References 3 publications

Digital literacy skills of university students with visual impairment: A mixed-methods analysis

Digital literacy skills of university students with visual impairment: A mixed-methods analysis

University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities

Competencias digitales y rendimiento académico en estudiantes universitarios: una mirada desde la educación no presencial

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