Digital literacies in higher education

Abstract

La digitalización de las instituciones de educación superior (IES), debido a la imposibilidad de clases presenciales y tutoría, causada por COVID-19, puso de manifiesto la necesidad de repensar las oportunidades y los obstáculos para el desarrollo de habilidades de los estudiantes. Basado en el marco de alfabetización digital de Martin y Grudziecki (2006), se desarrolló un estudio con el objetivo de identificar las percepciones de los estudiantes con respecto a las habilidades digitales que poseen, los usos y efectos de esto en el desarrollo personal y habilidades sociales. La recopilación de datos, utilizando un cuestionario en línea, tuvo lugar al comienzo del cierre de IES en Portugal. Los resultados apuntan a un dominio de las habilidades de búsqueda y edición de datos y a una menor capacidad para crear y desarrollar nuevas soluciones digitales. La mayoría de los estudiantes informaron que las tecnologías digitales se usaron principalmente para la comunicación institucional y entre pares, pero no para el desarrollo de redes y habilidades de aprendizaje permanente. La falta de participación de muchos docentes en el apoyo pedagógico disponible es un obstáculo para una transformación digital adecuada en la educación superior, tanto en tiempos de crisis como en el futuro. The digitalisation of higher education institutions (HEI), due to the impossibility of face-to-face classes and tutoring, caused by COVID-19, evidenced the need to rethink opportunities and obstacles for the development of digital skills among students. Based on the digital literacy framework by Martin and Grudziecki (2006), a study was developed with the aim of identifying the perceptions of university students regarding the digital skills they possess, as well as the uses and effects of digital literacy in the development of personal and social skills. Data collection, using an online questionnaire, took place during the initial closing period of HEI in Portugal. The results point to an almost widespread mastery of search and data editing skills and to a lesser ability to create and develop new digital solutions. Most students reported that digital technologies were used [before the crisis] mainly for institutional communication and between peers, but not for the development of networking and lifelong learning skills. The lack of involvement of many teachers in the available pedagogical support is an obstacle to an adequate digital transformation in higher education, both in times of crisis and in the future.

RETRACTED: E-Learning as a basis for the development of media competences in students

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Drivers of customers' efforts to cope with wearable device usage problems and the role of demographics in a study in China

“…This discourages them from attempting to cope. Moreover, age was considered not a significant aspect affecting young people' digital literacy (Monteiro and Leite, 2021). For gender, although statistics report that women are more likely to use smart watches or fitness trackers than men (Chandrasekaran et al, 2020), they have more choices in healthcare services and visit these services (e.g.…”

Investigating the Factors That Influence Digital Transformation: A Systematic Literature Review

“…In Australia, academic, industry, and government sources were using advisory bodies to plan educational pathways in education and industry to provide skills and competencies for the digital economy (Gekara et al, 2020). In higher education, problems also emerged; Monteiro and Leite (2021) found that Portuguese universities could not transfer keyboard skills into digital strategies (transformation) for lifelong learning. However, Teixeira et al (2021) established that partnerships in Porto, Portugal, between local government, higher education institutes, and city businesses increased employee digital skills.…”