Abstract
Some pre-service teachers who are studying give less effective perceptions regarding the implementation of online learning during the Pandemic period. Pre-service teachers today belong to a ...generation of digital natives (DNG) who are very familiar with technology and have unique characteristics, so it is very important to analyze their online learning behavior to design effective online learning. The purpose of this study was to analyze the online learning behaviors of digital natives reviewed from perceived fits, attitudes, and self-efficacy. Survey research was used to analyze the phenomenon of DNG’s online learning behavior and identify the factors that influence it. The instrument in the form of a questionnaire consists of 49 statement items on a scale of 5. Of the 152 polls collected, only 148 were valid. Quantitative and qualitative descriptive analysis was used for data analysis. The results of this study showed that all components of DNG’s online learning behavior had relatively high average scores except the interaction component through online discussion forums. The causes of low interaction through online discussion forums were DNG less active, lack of enthusiasm, easy to give up, difficult to move on, and network constraints. The conclusion of this study was an in-depth analysis related to perceived fits, attitudes, and self-efficacy producing phenomena and are variables capable of explaining the variables of DNG online learning behavior. The results of this study can be used as the basis for further research, namely related to the development of online learning models for the DNG.
Digital literacies in higher education Monteiro, Angélica; Leite, Carlinda
RED : revista de educación a distancia,
01/2021, Volume:
21, Issue:
65
Journal Article
Peer reviewed
Open access
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.
The current study, which is a classroom action research, aims to improve: (1) the learning process; and (2) the social skill and civics learning outcome of the XI graders of TITL vocational high ...school of SMK Gamaliel 1 Madiun through implementing PBL assisted by digital literacy. This involved 35 students and lasted from August 2019 to February 2020. Data were gathered through (1) interview, (2) observation, (3) document, (4) assignments/tests. On the basis of the 4 cycles, it was found that the average score of the social skill of: cycle 1 was 61.23; cycle 2 was 72.03; cycle 3 was 82.09. There was improvement as much as 10.80 from cycle 1 to cycle 2, and 10.06 from cycle 2 to cycle 3. Regarding learning outcome, the average scores were: cycle 1 = 65.00; cycle 2 = 71.14, and cycle 3 = 76.71. There were, therefore, improvement as much as 6.15 from cycle 1 to cycle 2 and 5.57 from cycle 2 to cycle 3. To put in brief, implementing PBL assisted by digital literacy to the XI graders of TITL vocational high school of SMK Gamaliel 1 Madiun improved their: (1) social skill, and (2) civics learning outcome.
Purpose
There are differences in the motivations underlying technology behaviour in each generational group; and there may be variances in the way each generational group uses and gets engaged with ...technology. In this context, this study aims to address the following questions: “Does generational cohort influence technology behaviour?” and if so: “What are the main motivations underlying Millennials and Generation X technology behaviour?”.
Design/methodology/approach
For this purpose, based on the uses and gratifications theory this study examines technology behaviour through multi-group structural equation modelling, drawing on a sample of 707 millennials and 276 Generation X individuals
Findings
Research findings indicate that millennials mostly use and get engaged with technologies for entertainment and hedonic purposes; while Generation X individuals are mainly driven by utilitarian purposes and information search. Further, research findings indicate the moderating role of generational cohort in the use of technologies.
Originality/value
This study provides empirical evidence of the main differences and motivations differences driving technology behaviour of millennials and Generation X individuals.
This is the first empirical research that initiates a model for a growing interest in entrepreneurship among the younger generation based on the two most important literacy in the industrial era 4.0, ...namely digital literacy and entrepreneurial literacy. Specifically, the purpose of this research is to fill the research gap of the lack of research that examines the interest in entrepreneurship in startups based on digital literacy and entrepreneurial literacy as well as solving problems for the low interest in entrepreneurship in startup businesses among the younger generation. The sample of this research was 406 students of the Faculty of Economics and Business, Universitas Jambi. Collecting data using a questionnaire. The data analysis technique used Partial least square. The study results showed that entrepreneurial literacy, digital literacy, and student interest in entrepreneurship are at a high level. Entrepreneurial and digital literacy has a positive and significant effect on the entrepreneurial interest of students of the Faculty of Economics and Business, Universitas Jambi. To Foster entrepreneurial interest in startup businesses, it is necessary to provide entrepreneurial literacy to the younger generation, both formally and informally. It is also necessary to increase digital literacy with an education relevant to startup businesses among the younger generation.
In this issue of American Journal of Surgery, Harkey et al. examined the utilization of virtual visits in a postoperative population, initially through a randomized controlled trial prior to the ...COVID-19 pandemic, which adeptly pivoted at the onset of the pandemic to becoming the primary form of postoperative visits.1 Prior to the pandemic, patients following minimally invasive appendectomy or cholecystectomy that met the study inclusion criteria of speaking English, residence in the state the hospital system belonged in, and had an email address and appropriate technology to complete a virtual visit were eligible for randomization to a standard visit compared to a virtual visit. The authors found no statistical difference in 30-day hospital use between the two groups, and additionally found that patients undergoing telephone calls instead of video visits were more likely to be of a minority race, Hispanic ethnicity, and underinsured. Americans living in Health Professional Shortage Areas (HPSA) have significant issues with access to care with only 44% of the required workforce available to serve the population.2 A study by Lussiez et al. found that surgical patients living in HPSA areas had to travel almost triple the distance and double the travel time compared to patients not living in HPSA areas without a difference in outcomes.2 Another study from the authors of this paper found that of patients that did not complete a postoperative follow up visit, they were more likely to be un- or underinsured, and that each additional 10 minutes of travel time increased the odds of not following up by 6% (p < 0.01).3 The utilization of telemedicine visits reduces this burden to patients and improves the patient experience at the same time.
Computer programming has been gradually emphasized in recent computer literacy education and regarded as a requirement for all middle school students in some countries. To understand young students’ ...perceptions about their own learning in computer programming, this study aimed to develop an instrument, Computer Programming Self-Efficacy Scale (CPSES), for all students above middle school levels. Based on Berland and Lee’s computational thinking framework, this study developed the CPSES items at a literacy level and finally the instrument included the five subscales: Logical Thinking, Algorithm, Debug, Control, and Cooperation. An exploratory factor analysis and reliability tests were conducted in this study. The reliability alpha was .96 for the overall scale, and ranged from .84 to .96 for the subscales. This study also confirmed the positive correlation between computer programming experience and computer programming self-efficacy. In addition, for low- and middle-experienced learners, significant gender differences were found in two subscales: Algorithm and Debug. The CPSES can be applied as an evaluation tool in computer education, robotics education, as well as integrated STEM or STEAM education in which computer programming was regarded as a part of computer literacy.
This study constructs a science teaching belief system to examine pre-service science teachers' scientific epistemological beliefs (SEBs) and conceptions of teaching and learning (COTL). The aim of ...the study was to investigate the structural relations among pre-service science teachers' SEBs, COTL and digital literacy skills and to determine the reasons for these relations. First, quantitative research was conducted to examine the structural relations among the variables, using structural equation modeling analysis on the data gathered from 979 pre-service science teachers. Next, qualitative research investigated the reasons for these relations. Thus, the study has a sequential explanatory research design. The findings of the study showed that pre-service science teachers' SEBs affected their constructivist conceptions positively. On the other hand, their SEBs were related to their traditional conceptions negatively. In addition, pre-service teachers' COTL contribute more positively to their digital literacy skills if they hold constructivist conceptions. The previous experiences of pre-service science teachers were also found to affect their beliefs and digital literacy skills. The findings contribute to the educational literature by focusing on the relationships among pre-service science teachers' SEBs, COLT and digital literacy, which is one of the most important 21st century skills, in the context of pre-service science teachers' belief systems.
•Pre-service science teachers' SEBs had an effect on their COTL.•Pre-service science teachers' COTL contribute more positively to their digital literacy if they hold constructivist COTL.•Pre-service science teachers' previous experiences impact their beliefs and digital literacy skills.•Digital literacy can be more effectively supported if pre-service science teachers' belief systems are considered.
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