Validation of an Indicator Model (INCODIES) for Assessing Student Digital Competence in Basic Education

Muñoz-Repiso, Ana García-Valcárcel; Martín, Sonia Casillas; Gómez-Pablos, Verónica Basilotta

doi:10.7821/naer.2020.1.459

Cited by 29 publications

(15 citation statements)

References 36 publications

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“…According to Calle and Lozano [28], the digital literacy process involves the acquisition of certain competences that facilitate the construction of an individual that is capable of interacting through ICTs. One of the OECD reports on the impact of the digital era on people's well-being points out that technology can have both, a positive and a negative impact on people's lives [29].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Digital Competence Analysis of University Students Using Latent Classes

et al. 2021

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The objective of this study is to characterize Latent Classes emerging from the analysis of the level of digital competences, use and consumption of applications and/or services through the Internet. For this purpose, the results of the survey Basic Digital Competences (Competencias Básicas Digitales-COBADI®) applied to university students, with more than 60 categorical variables, were considered. A total of 4762 undergraduate and graduate students from five Spanish universities participated in this survey: Complutense University of Madrid (UCM), Pablo de Olavide University (UPO), Almeria University (UAL), National University of Distance Education (UNED) and Rey Juan Carlos University (URJC). The application of the questionnaire was done through the Internet, from the Institute for Research in Social Sciences and Education of University of Atacama—Chile. The methodology used is mixed, because the questions of the questionnaire provide qualitative information that can be interpreted and elaborated from the results. It is also quantitative because basic statistical techniques are used for the exploratory analysis of the data, and later Latent Class Analysis (LCA), to complement the description of the data set and the variables considered in the study, thus allowing us to group the classes of variables that do not appear explicitly in the set of observed variables, but which nevertheless affect them. The results of the study show that regardless of the gender and age range of the participants, there are four clearly differentiated groups or classes in the use and consumption of ICTs in different ways for their activities, both personal and academic, which allows for identifying different developments of digital competences. This study allows establishing a baseline in order to be able to elaborate later, in the development of the digital competences currently needed, which should be developed by university students.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Digital Competence Analysis of University Students Using Latent Classes

et al. 2021

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“…In recent years, different studies analysed the digital competence of teachers and students taking the European Digital Competence Framework as a basis (DigComp), and almost always focusing on more than one or all of the competence areas [61][62][63][64][65][66][67]. Research was also conducted on the influence of social and personal variables such as gender, age, digital-device ownership, and activities performed using technology on the level of digital competence [68][69][70][71][72].…”

Section: Discussionmentioning

confidence: 99%

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

2021

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The global public health crisis unleashed by the COVID-19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently and at increasingly early ages engage. This article presents the results of a study analyses digital-competence levels in the area of communication of Spanish basic-education students (aged 12–16) and establishes whether online communication with friends and the use of social media impact it. A quantitative methodology with a descriptive and cross-sectional design was used. The sample comprised 807 students, and data collection was based on a problem-solving test. Findings show that students who use online communication with their friends very often and that those who use social networks a lot have lower levels of digital competence. Education centres should reflect on this in order to implement curricular programs that may strengthen this type of competence.

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“…All persons participating in the research gave their consent to participate in the research. The assessment of digital competences can be made on the basis of their actual level using specific tools (García-Valcárcel et al, 2020;Frailon et al, 2013), as well as based on self-assessment, where the process of measuring self-assessment based on perception (Agudo et al, 2020;Basantes-Andrade et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Self-Assessment of Digital Competenciees among Employees and Non-Working People of Generation Z in the Economy 4.0

Kupczyk¹

2021

ERSJ

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Purpose: The objective of this article is to identify and analyse self-assessment of digital competencies among employees, soldiers and Generation Z people who are not in employment, as well as its correlations with gender, generation, personality, place of residence, professional status, interest in professional military service, motivation, feeling of satisfaction of their expectations concerning employment/military service, as well as capacity to work in Economy 4.0. Design/Methodology/Approach: The sample was based on random selection of 23 out of 28 powiats and questionnaires handed out during the obligatory military entrance processing by Military Draft Offices. Non-parametric tests were used for data analysis. Correlations between the variables were tested by chi-square test for variables on nominal scale. For analysing correlations between the numerical and categorical variables, U-Mann-Whitney test (for two groups) or Kruskal-Wallis test (for more than two groups) were applied. In the case of two numerical variables, Spearman's linear correlation coefficient was applied. Furthermore, in the case of more than two groups, the author applied Jonckheere-Terpstra trend test and post hoc analysis with Dunn test with Bonferroni's correction for tied ranks. Findings: Empirical research indicates that the level of the studied digital competencies is not high in respondents' self-assessment. Respondents of Generation Y declared the highest self-assessment of the competencies. The level of digital competencies varied depending on the place of residence and it was the lowest among respondents living in countryside. It turned out that soldiers have significantly higher digital competencies than civilians. No significant differences in digital competencies were found with respect to gender and position held. However, a series of significant correlations were found between digital competencies and other variables. Practical Implications: Practical business implications concern mainly necessity of broader development of digital competencies in organisations, and in Economy 4.0. Originality/value: The article describes a diagnosed competency gap in the area of digital competences in employees, soldiers and non-working representatives of generation Z. It has also been established that the increase in their digital competences increases their motivation to work, their willingness to operate their own business, leads to a higher sense of fulfilment of expectations concerning employment/military service, higher interest in professional military service and higher capacity to work in Economy 4.0.

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Validation of an Indicator Model (INCODIES) for Assessing Student Digital Competence in Basic Education

Cited by 29 publications

References 36 publications

Digital Competence Analysis of University Students Using Latent Classes

Digital Competence Analysis of University Students Using Latent Classes

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

Self-Assessment of Digital Competenciees among Employees and Non-Working People of Generation Z in the Economy 4.0

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