Evaluation of Digital Competency of Public University Students for Web-Facilitated Learning: The Case of Saudi Arabia

Barri, Moatasim A.

doi:10.5539/ies.v13n12p58

Cited by 4 publications

(3 citation statements)

References 31 publications

(29 reference statements)

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“…They refer to all resources, on which information is digitally recorded, such as books, research, conferences and refereed scientific theses published on the Internet (Barri, 2020). These resources are accessed and read by computers and communication networks (Akyurek, 2018), and they can be saved, classified, indexed, and published for various educational and research purposes (Alghamdi, 2020).…”

Section: Digital Resourcesmentioning

confidence: 99%

The Role of Digital Resources in Enhancing the Quality of Faculty Members’ Scientific Life at Princess Nourah Bint Abdulrahman University

Algoblan

Sawy²,

Alhaif³

2023

JESR

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The purpose of the study was to identify the impact of digital resources in enhancing the quality of faculty members' scientific life at Princess Nourah Bint Abdulrahman University. It also aimed to investigate the role of digital resources in achieving job satisfaction for faculty members, including academic promotion and the quality of scientific research at global publishing databases. The study used the analytical survey method. The questionnaire was also utilized as the primary tool for data collection and to measure the impact of digital resources in achieving the quality of faculty members' scientific life. The study sample consisted of (114) Saudi female faculty members representing all scientific disciplines at the university. The study reached significant results indicating that the university's digital resources are one of the most important resources for enhancing the quality of faculty members' scientific and academic life. Therefore, the study recommended that faculty members should participate in setting policies and decisions related to their field of work. The study also recommended entrenching the value of transferring, using, and managing digital knowledge comprehensively. Besides, supporting in-depth studies that achieve the quality of the academic life cycle at Princess Nourah Bint Abdulrahman University. Received: 22 January 2023 / Accepted: 25 February 2023 / Published: 5 March 2023

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Section: Digital Resourcesmentioning

confidence: 99%

The Role of Digital Resources in Enhancing the Quality of Faculty Members’ Scientific Life at Princess Nourah Bint Abdulrahman University

Algoblan

Sawy²,

Alhaif³

2023

JESR

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“…Examining the literature reveals that there are several research on digital competence. The studies are often aimed at determining the level of digital competence (Barri, 2020;Cote & Milliner, 2018;Kuzminska, 2018). Spiteri and Chang Rundgren (2017) conducted a study in Malta, and the results showed that teachers' digital competence was low.…”

Section: Figure 1 Digital Education At Schools In Europementioning

confidence: 99%

How IT Course Improves Digital Competencies: An Experimental Study in Science Education

HEBEBCİ,

CROMPTON

2023

Journal of Teacher Education and Lifelong Learning

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The increasing importance of technology in society has led to a growing demand for individuals to possess digital competencies. In today's world, digital skills are becoming increasingly essential for both personal and professional development. Governments have recognized the importance of digital competencies and have included them as part of basic competencies in many countries. Pre-service teachers play a crucial role in shaping future generations, and it is vital that they possess strong digital competencies. This study focuses on the impact of an "Information Technologies in Science Education" course on the digital competency development of pre-service teachers. The study employed a one-group, pre-test post-test experimental design to evaluate the effectiveness of the course on improving the digital literacy skills of pre-service teachers. The results of the study indicated a significant positive impact of the IT course structured for the science field on the digital competency development of pre-service teachers. The post-test mean scores indicated a high level of digital competency among the study group. The study also highlights the lack of experimental studies in this area, emphasizing the importance of further research in this field. The findings of this study have implications for both teacher education and the incorporation of digital technologies in science education. Based on the study results, it is recommended that teacher education programs provide opportunities for pre-service teachers to improve their digital competencies through courses and training programs. Additionally, it is essential to integrate digital technologies into science education to equip students with the necessary skills to thrive in a digital world.

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“…Others have discussed the necessity for an e-learning system of education and the type of limitations that could affect this system in the KSA (Aldossary, 2020). Evaluating and defining undergraduate students' digital competencies in information science specialties (Yamani et al, 2021), the English language (Hazaea & Alqhtani, 2020), and different study areas (Barri, 2020) were a subject of investigation. Examining undergraduate students' viewpoints of distance learning during and after the COVID-19 pandemic (Alsmadi et al, 2021;Ibrahim & Hidayat-ur-Rehman, 2021) is another subject of research studies.…”

Section: Introductionmentioning

confidence: 99%

Digital Competencies: Are Pre-Service Teachers Qualified for Digital Education?

Alnasib

2022

IJEMST

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This study examines digital competency (DigComp) as a crucial component of twenty-first century teachers. It investigates pre-service teachers’ level of DigComp from their perspective, and whether they felt their preparation programme qualified them for digital education. One hundred forty student teachers in their final year of majoring in either art education or kindergarten at a public university in Saudi Arabia participated. Data was collected via an online survey that included five DigComp areas: information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. Significant differences were found between the two groups: the communication and collaboration domain had the highest mean in both groups (152.47+19.39; 139.40+ 17.79); while the safety domain had the lowest mean score in both groups (16.48+2.62; 15.06+3.35). Results showed that 77.1% of pre-service teachers rated their DigComp as excellent and 22.9% rated it as moderate. The results further revealed that the pre-service teacher programme was average (65.04%) in qualifying pre-service teachers to integrate technology into their future teaching practices. The results of this study highlight the necessity to evaluate pre-service teacher programmes for suitability to produce instructors who possess the cognitive, teaching, and digital competencies required in the era of technology.

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Evaluation of Digital Competency of Public University Students for Web-Facilitated Learning: The Case of Saudi Arabia

Cited by 4 publications

References 31 publications

The Role of Digital Resources in Enhancing the Quality of Faculty Members’ Scientific Life at Princess Nourah Bint Abdulrahman University

The Role of Digital Resources in Enhancing the Quality of Faculty Members’ Scientific Life at Princess Nourah Bint Abdulrahman University

How IT Course Improves Digital Competencies: An Experimental Study in Science Education

Digital Competencies: Are Pre-Service Teachers Qualified for Digital Education?

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