Locating opportunities for building digital confidence in staff

Bancroft, Rachel; Pearce, Rosemary; Challen, Rachel; Jeckells, David; Kenney, Joseph

doi:10.47408/jldhe.vi22.775

Cited by 1 publication

(2 citation statements)

References 2 publications

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“…These more detailed considerations of digital confidence point to an opportunity for further exploring and defining the term. Through our own experience in staff development, we have observed digital confidence as a broader, more complex concept that we have given its own consideration and approach (Bancroft et al, 2021).…”

Section: Developing a Shared Understandingmentioning

confidence: 99%

“…While supporting the emergency learning and teaching response during the pandemic in a School of Arts and Humanities we observed, reflected on, and started to articulate digital confidence as a key factor for successfully developing staff digital practice (Bancroft et al, 2021). We also noted digital confidence was forming part of the discussion in our sector around adapting to this time of change, which began in March 2020 under Covid-19 conditions, and professional bodies in our area were clearly stating its importance (Feldman, 2020).…”

Section: Introductionmentioning

confidence: 98%

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Searching for a shared understanding of digital confidence in a tertiary context: a scoping review

Bancroft,

Challen,

Pearce

2024

JLDHE

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Digital confidence has been increasingly cited as key for staff and student development in tertiary education, often alongside concepts of digital competence or digital capabilities. In the past three years it has formed part of the discussion in our sector (higher education) around adapting to this time of rapid change, especially during the period of Covid-19 emergency learning and teaching moved online. While digital confidence has long been a focus of our learning technology staff support team, we noticed through discussion with peers and previous reading and research, that our understanding of what digital confidence is and how it develops sometimes differed from the way in which it was represented in the journals and grey literature that we were initially reading. This prompted our scoping review of the literature, exploring whether there is a shared understanding of digital confidence in the tertiary sector and how its relationship to digital competence and similar concepts is understood. The review also discusses implications for organisational digital transformation strategies, student employability, and the wellbeing of students and staff, as well as noting the important role learning developers could play in supporting the development of digital confidence.

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Section: Developing a Shared Understandingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%