Digital Competence of Higher Education Students as a Predictor of Academic Success

Cabero‐Almenara, Julio; Castillo, Juan Jesús Gutiérrez; Guillén‐Gámez, Francisco D.; Gaete-Bravo, Alejandra F.

doi:10.1007/s10758-022-09624-8

Cited by 20 publications

(14 citation statements)

References 65 publications

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“…This phenomenon implies that in order to solve educational problems, particularly in the context of improving the quality of human resources, action research must be conducted to find solutions to educational problems (Suherman et al, 2020;Supriadi et al, 2022;Supriyadi, J.Julia, et al, 2020). The researchers believe that this programme for the development of teachers' digital competencies must be highly promoted in the curriculum on campuses that produce educational candidates, considering that some research results show that this has not yet become a reality (Cabero-Almenara et al, 2022;Røkenes, 2016;Tømte, 2015).…”

Section: Discussionmentioning

confidence: 99%

SMART for the Improvement of Primary School Teachers' Digital Competence in the 21st Century: An Action Research Study

Syahid

Hernawan

Dewi

2023

IJLTER

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Digital competency for teachers is required for learning implementation to address the challenges of teaching and learning in the 21st century. Therefore, this research was aimed at developing formulations to improve primary school teachers' digital competence in responding to today's learning demands. Specifically, it focused on developing stages through which to enhance primary school teachers’ digital competence, expected to be re-implemented broadly and professionally in many cities in Indonesia. In attempting to achieve this goal, action research was employed by involving 30 primary school teachers from three regions in Sumedang Regency, West Java, Indonesia, consisting of 11 teachers from urban areas, 11 teachers from suburban areas, and eight teachers from rural areas. The data were obtained through instruments used, namely a survey and a semi-structured interview. The research results suggested five steps for improving school teachers' digital competence, namely Selection of subject matter, Management and implementation of training, Actualization, Reflection, and Training Assessment. These steps were organized under the acronym SMART This research concluded that these steps could improve teachers' digital competence effectively. It is recommended that the findings of this research to be disseminated to the Board of Education, for it to recommend these steps to be implemented by many schools in different regions.

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Section: Discussionmentioning

confidence: 99%

SMART for the Improvement of Primary School Teachers' Digital Competence in the 21st Century: An Action Research Study

Syahid

Hernawan

Dewi

2023

IJLTER

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“…Cabero‐Almenara et al. (2022) reported that students in Chile who did not repeat an academic year had a higher level of digital competence than those who repeated.…”

Section: Literature Reviewmentioning

confidence: 99%

“…(2021) examined three dimensions of digital competence (i.e., technical skills, cognitive skills, and ethical knowledge), and Cabero‐Almenara et al. (2022) investigated six dimensions (i.e., technological literacy; search and treatment of information; critical thinking, problem solving, and decision making; communication and collaboration; digital citizenship; and creativity and innovation), they did not examine the specific relationships between these dimensions and student learning performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the relationship between digital competence proficiency and student learning performance

Chaw,

Tang

2023

Euro J of Education

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The increased use of digital technology in higher education requires university students to be digitally proficient. The main objective of this study is to examine the extent to which university students' proficiency in various digital competences could be helpful towards their learning performance. This study adopted DigComp 2.2 to design a data collection instrument for an online questionnaire survey and conducted data analysis on the valid 314 responses using partial least squares structural equation modelling (PLS‐SEM). The findings indicate that, with the exception of safety, the digital competence areas of information and data literacy, communication and collaboration, digital content creation, and problem solving were significant to student learning performance. The findings also revealed that students' current semester had no significant moderating effect on the relationships between their proficiency in digital competence areas and learning performance, with the exception of a relationship between information and data literacy and learning performance, as well as a relationship between problem solving and learning performance, between respondents in semesters 3 and 4, and between respondents in semesters 5 and 6, respectively. The findings contribute to a better understanding of DigComp 2.2's applicability in higher education and can be used by educational institutions and educators to design learning activities and formative assessments that can help students improve their digital competence proficiency.

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“…Incorporating academic knowledge through educational videos on YouTube is an innovative methodological alternative to more traditional learning processes (Ríos Vázquez & Romero Tena, 2022), since “the incorporation of technology helps motivate students to learn” (Carstens et al, 2021, p. 106). The implementation of YouTube in the classroom requires moderate digital skills and competence on the part of teachers (Fernández del Río & Barreira Arias, 2017), with the teacher's level of digital competence influencing both the improvement of their students' digital skills and their academic performance (Cabero‐Almenara et al, 2023). However, the literature on digital learning has mainly focused on the content and format of learning, giving less relevance to learner behaviour (Noskova et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

Guillén‐Gámez

Magaña

Palmero

et al. 2023

Brit J Educational Tech

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The increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares (PLS) method of structural equation models, a higher‐order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that behavioural intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness‐of‐fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube, behavioural intention, and the system of relationships between factors. Practitioner notesWhat is already known about this topic Teachers can use YouTube to search and create creative and innovative educational lessons. The teacher must have adequate digital competence to search, select, evaluate, and effectively use the content of this platform in the classroom. The four central predictors of the UTAUT model (Unified Theory of Acceptance and Use of Technology) allow to explain and predict the adoption and use of ICT in different contexts. What this paper adds The elaboration of an instrument on the digital competences of the teacher on the use of YouTube as a didactic resource, based on an extended model of UTAUT. Identification of the factors with the greatest incidence on the behavioral intention of the teacher to use YouTube as an educational resource. Identification of how the behavioral intention and the ease of the conditions determine the use of YouTube by teachers to search for educational content, share it or create it by themselves. Implications for practice and/or policy Extensive information on the factors that teachers should pay attention to improve their behavioral intention to use YouTube as a teaching resource. The need to promote improvement policies on technological and digital conditions which will affect the digital competence of the teacher for the usability of YouTube as a more visual, verbal, and interactive educational process. Educational institutions should better prepare teachers for their role as innovative teachers, providing them with adequate digital skills in relation to the use of YouTube as a teaching resource.

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Digital Competence of Higher Education Students as a Predictor of Academic Success

Cited by 20 publications

References 65 publications

SMART for the Improvement of Primary School Teachers' Digital Competence in the 21st Century: An Action Research Study

SMART for the Improvement of Primary School Teachers' Digital Competence in the 21st Century: An Action Research Study

Exploring the relationship between digital competence proficiency and student learning performance

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

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