Digital competence of higher education learners in the context of COVID-19 triggered online learning

Vishnu, Sreeram; Sathyan, Archana Raghavan; Sam, Anu Susan; Radhakrishnan, Aparna; Ragavan, Sulaja Olaparambil; Kandathil, Jasna Vattam

doi:10.1016/j.ssaho.2022.100320

Cited by 21 publications

(18 citation statements)

References 56 publications

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“…The findings are comparable to those of Vishnu et al. (2022) and Silva‐Quiroz and Morales‐Morgado (2022), who found that university students had a moderate or intermediate level of proficiency in various digital competences in their studies.…”

Section: Discussionsupporting

confidence: 87%

“…This could be because the respondents were exposed to various digital technologies in a digital environment and therefore gained knowledge and skills in their use. The findings are comparable to those of Vishnu et al (2022) and Silva-Quiroz and Morales-Morgado (2022), who found that university students had a moderate or intermediate level of proficiency in various digital competences in their studies.…”

Section: Discussion and Con Clus I On Ssupporting

confidence: 87%

“…Although they may have gained more experience as they progressed, it appears that the extra time has not significantly increased their proficiency level, which could help them perform better in their learning. Although Zhao et al (2021) found that fourth-year university students had a higher level of perceived digital competence in all areas, this finding is somewhat consistent with Vishnu et al's (2022) study, which found no significant difference in digital competence levels between different academic years of university students except first-year and postgraduate students.…”

Section: Discussion and Con Clus I On Ssupporting

confidence: 72%

“…Although past studies on digital competence in higher education settings have also adapted previous versions of DigComp (e.g., versions 2.0 and 2.1) as the research framework, many of these studies did not investigate the relationship between specific digital competences and student learning performance; instead, the focus was primarily on the proficiency levels of students (e.g., Cerny, 2021; Lucas et al., 2022; Vishnu et al., 2022; Zhao et al., 2021). Some studies that have investigated the relationship between digital competence and student learning performance were conducted in a narrow scope (e.g., computer skills, digital readiness) and with limited scale items (e.g., Keržič et al., 2021; Kim et al., 2019; Li et al., 2022).…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 87%

Section: Discussion and Con Clus I On Ssupporting

confidence: 87%

Section: Discussion and Con Clus I On Ssupporting

confidence: 72%

Section: Introductionmentioning

confidence: 99%

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Exploring the relationship between digital competence proficiency and student learning performance

Chaw,

Tang

2023

Euro J of Education

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“…The facilities owned must come from the institution and the individual teacher (Apostolidou, 2022;Jones, Smith & Durham, 2022). The institution is obliged to improve its facilities so that in carrying out the teaching process, there is an increase in its competence (Vishnu et al, 2022;Wang et al, 2022). In addition, the facilities of self also necessary to be improved.…”

Section: Facilitating Digital Learning and Competency Teaching In The...mentioning

confidence: 99%

Teaching Competency in the Digital Era in Indonesia, Malaysia and the Philippines

Chong

Ating

Separa

et al. 2022

E-BPJ

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This study investigated the challenges of teaching in the digital environment and identified digital competency among lecturers in higher learning institutions in the digital era. The survey was carried out from April to September 2022 with 155 valid responses among 200 lecturers, 77.5% response rate from private and public higher learning institutions from Indonesia, Malaysia, and the Philippines. PLS-SEM was used to analyse the survey results and hypothesis testing was conducted through bootstrapping. Among the seven hypotheses proposed, six were accepted and one was rejected, which was the development of digital learning resources towards competency teaching in the digital era.

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The impact of student computer competency on e‐learning outcomes: A path analysis model of virtual learning infrastructure, collaboration, and access to electronic facilities

Sharif‐Nia,

Arslan,

Reardon

et al. 2024

Nursing Open

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AimThis study explored the influence of student computer competency on e‐learning outcomes among Iranian nursing students and examined its mediating role in the relationship between virtual learning infrastructure, student collaboration, access to electronic facilities, and e‐learning outcomes.DesignA cross sectional study.MethodA self‐administered online survey was used from August to October 2022, with a sample size of 417 nursing students selected through convenience sampling. Descriptive statistics, correlation analyses, and PROCESS macro v4.1 (Model 4) were used for data analysis.ResultsThe results revealed that virtual learning infrastructure, access to electronic facilities, and student collaboration, significantly predict student computer competency and e‐learning outcomes. Virtual learning infrastructure and access to electronic facilities were found to be the strongest predictors of student computer competency, while student collaboration had a smaller but still significant effect. Student computer competency was found to mediate the relationship between virtual learning infrastructure, access to electronic facilities, student collaboration, and e‐learning outcomes.

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Digital competence of higher education learners in the context of COVID-19 triggered online learning

Cited by 21 publications

References 56 publications

Exploring the relationship between digital competence proficiency and student learning performance

Exploring the relationship between digital competence proficiency and student learning performance

Teaching Competency in the Digital Era in Indonesia, Malaysia and the Philippines

The impact of student computer competency on e‐learning outcomes: A path analysis model of virtual learning infrastructure, collaboration, and access to electronic facilities

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