Digital Skills and Student Autonomy in Higher Education: Validation and Diagnosis
DOI:
https://doi.org/10.15359/ree.28-3.18655Keywords:
Autonomy, students, Educational technology, Information and Communication Technologies, technopedagogical, SDG 4, Quality education, academic skills, distance education studentsAbstract
Aim. This study aims to analyze the levels of digital competencies (DC) and autonomy among higher education students and to characterize the possible correlation between these variables. Method. A non-probabilistic convenience sample of 294 Mexican undergraduate Social Sciences and Humanities students was used. The research was quantitative-correlational, descriptive-cross-sectional, and non-experimental. Self-administered online questionnaires were used to measure the DC and autonomy variables: an adaptation to Mexican Spanish of the instrument “Basic Digital Competencies 2.0 of University Students” (COBADI®) (Zapata-Ross, 2013) and the “Autonomy” by Bei et al. (2019), respectively. Results. Diverse levels of DC and autonomy were found among students from the different universities. Higher levels of DC and autonomy were associated with being female, using ICT for academic activities, having computer equipment and the Internet, and using the computer for more hours. Non-parametric tests confirmed direct and moderate associations between the variables, particularly when considering some of their dimensions. Conclusions. Adequate levels of DC are associated with higher student autonomy in ICT-mediated education.
References
Ariebowo, T. (2021). Autonomous learning during COVID-19 pandemic: Students’ objectives and preferences. Journal of Foreign Language Teaching & Learning, 6(1), 56-77. https://journal.umy.ac.id/index.php/FTL/article/view/10079/pdf
Bei, E., Mavroidis, I. & Giossos, Y. (2019). Development of a Scale for Measuring the Learner Autonomy of Distance Education Students. European Journal of Open Distance and E-Learning, 22(2), 133-144. https://sciendo.com/article/10.2478/eurodl-2019-0015
Bygstad, B., Øvrelid, E., Ludvigsen, S. & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education, 182, 1-11. https://www.sciencedirect.com/science/article/pii/S0360131522000343/pdfft?md5=9883a47c8b0d98f714ca943cde06bd7e&pid=1-s2.0-S0360131522000343-main.pdf
Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Guillén-Gámez, F. D. & Gaete-Bravo, A. F. (2023). Digital competence of higher education students as a predictor of academic success. Technology, Knowledge and Learning, 28(2), 683-702. https://link.springer.com/article/10.1007/s10758-022-09624-8
Cabezas-González, M., Casillas-Martín, S., García-Valcárcel-Muñoz-Repiso, A. & Basilotta-Gómez-Pablos, V. (2021). Validación de prueba para evaluar la competencia digital en el área de resolución de problemas en estudiantes de educación obligatoria. Revista electrónica Educare, 25(3), 1-21. https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12462/21620
Castellanos-Ramírez, J. C. & Niño-Carrasco, S. A. (2022). Educación superior en México: Los retos del gobierno presidencial en el periodo 2018-2024 en materia de cobertura. Ensaio: Avaliação e Políticas Públicas em Educação, 30(115), 394-413. https://www.scielo.br/j/ensaio/a/5syhY74K66Wz9wMGKRS3FXj/?lang=es
Cobo-Rendón, R., López-Angulo, Y., Sáez-Delgado, F. & Mella-Norambuena, J. (2022). Engagement, motivación académica y ajuste de estudiantado universitario. Revista electrónica Educare, 26(3), 1-19. https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/13869/25994
Firat, M. (2016). Measuring the e-learning autonomy of distance education students. Open Praxis, 8(3), 191-201. https://openpraxis.org/articles/368/files/submission/proof/368-1-1094-1-10-20211019.pdf
González-Martínez, J., Esteve-Mon, F. M., Larraz-Rada, V., Espuny-Vidal, C. & Gisbert-Cervera, M. (2018). INCOTIC 2.0. Una nueva herramienta para la autoevaluación de la competencia digital del alumnado universitario. Profesorado. Revista de currículum y formación del profesorado, 22(4), 133-152. https://revistaseug.ugr.es/index.php/profesorado/article/view/8401/7141
Henríquez-Coronel, P., Gisbert-Cervera, M. & Fernández-Fernández, I. (2018). La evaluación de la competencia digital de los estudiantes: Una revisión al caso latinoamericano. Chasqui. Revista latinoamericana de comunicación, (137), 91-110. https://revistachasqui.org/index.php/chasqui/article/view/3511/3013
Hernández-Sánchez, A. M., Quijano-López, R. & Pérez-Ferra, M. (2019). La formación digital del estudiante universitario digital: Competencias, necesidades y pautas de actuación. Hamut’ay: Revista de divulgación científica de la Universidad Alas Peruanas 6(1), 19-32. http://revistas.uap.edu.pe/ojs/index.php/HAMUT/article/view/1572/1559
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press.
International Society for Technology in Education [ISTE] (2016). ISTE Standards for Students. ISTE. https://iste.org/standards/students
Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF). (2017). Marco común de competencia digital docente. Madrid. http://educalab.es/documents/10180/12809/marco+competencia+digital+docente+2017/afb07987-1ad6-4b2d-bdc8-58e9faeeccea
Islas-Torres, C. & Franco-Casillas, S. (2018). Detección de patrones en competencias digitales manifestadas por estudiantes universitarios. EDUTEC. Revista electrónica de tecnología educativa, (64), 51-67. https://www.edutec.es/revista/index.php/edutec-e/article/view/1079/pdf
Jiménez-Galán, Y. I. (2019). ¿Cómo desarrollar competencias de creatividad e innovación en la educación superior? Caso: Carreras de ingeniería en el Instituto Politécnico Nacional. RIDE. Revista iberoamericana para la investigación y el desarrollo educativo, 9(18), 1-21. https://www.ride.org.mx/index.php/RIDE/article/view/427/1844
López-Gil, K. S. & Sevillano-García, M. L. (2020). Desarrollo de competencias digitales de estudiantes universitarios en contextos informales de aprendizaje. Educatio Siglo XXI, 38(1), 53-78. https://revistas.um.es/educatio/article/view/413141/279481
López-Gil, M. & Bernal-Bravo, C. (2018). El perfil del profesorado de la Sociedad en Red: Reflexiones sobre las competencias digitales de los y las estudiantes en educación en la Universidad de Cádiz. IJERI. International Journal of Educational Research and Innovation, (11), 83-100. https://www.upo.es/revistas/index.php/IJERI/article/view/3265/2955
Mayor-Paredes, D. (2019). El aprendizaje-servicio como práctica pedagógica para el desarrollo de competencias digitales y sociales del estudiantado universitario. RIE. Revista Iberoamericana de Educación, 80(2), 9-28. https://rieoei.org/RIE/article/view/3331/4038
Ministerio de Educación, Cultura y Deporte (2015, enero 29). Orden ECD/65/, de 21 de enero, por la que se describen las relaciones entre las competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación secundaria obligatoria y el bachillerato. Boletín Oficial del Estado (BOE), núm. 25, pp. 6986-7003. https://www.boe.es/eli/es/o/2015/01/21/ecd65/dof/spa/pdf
Pedraza, E. & Araiza, M. de J. (2020). Apreciación de los universitarios por género del uso de TIC a partir de competencias digitales. Espacios, 41(4), 1-9. https://www.revistaespacios.com/a20v41n04/a20v41n04p28.pdf
Pozú-Franco, J., Fernández-Ontoya, F. A. & Muñoz-Guevara, L. (2020). Valoración de las competencias digitales en docentes universitarios. Psicología Herediana, 13(1), 20-31. https://revistas.upch.edu.pe/index.php/RPH/article/view/3850/4342
Prendes-Espinosa, M. P., Solano-Fernández, I. M., Serrano-Sánchez, J. L., González-Calatayud, V. & Román-García, M. del M. (2018). Entornos personales de aprendizaje para la comprensión y desarrollo de la competencia digital: Análisis de los estudiantes universitarios en España. Educatio Siglo XXI, 36(2), 115-134. https://revistas.um.es/educatio/article/view/333081/231181
Saks, K. & Leijen, A. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia Social Behavioral Sciences, 112, 190-198. https://www.sciencedirect.com/science/article/pii/S1877042814011720/pdf?md5=051162a35759d8c8d94bae2584512cd5&pid=1-s2.0-S1877042814011720-main.pdf
Scheel, L., Vladova, G. & Ullrich, A. (2022). The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning. International Journal of Educational Technology in Higher Education, 19(1), 1-33. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00350-w
Segrera-Arellana, J. R., Páez-Logreira, H. D., & Polo-Tovar, A. A. (2020). Competencias digitales de los futuros profesionales en tiempos de pandemia. Utopía y Praxis Latinoamericana, 25(11), 222-232. https://zenodo.org/records/4278352
Sorgenfrei, C. & Smolnik, S. (2016). The Effectiveness of E-Learning Systems: A Review of the Empirical Literature on Learner Control. Decision Sciences - Journal of Innovative Education, 14(2) 154-184. https://onlinelibrary.wiley.com/doi/10.1111/dsji.12095
Wild, S. & Schulze-Heuling, L. (2020). How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany? Empirical Research in Vocational Education and Training, 12(1), 1-18. https://ervet-journal.springeropen.com/articles/10.1186/s40461-020-00091-y
Zapata-Ros, M. (2013). Cuestionario Competencias básicas digitales 2.0 de estudiantes universitarios COBADI 2013.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2024 Armando Sánchez-Macías, María Guadalupe Veytia-Bucheli, Isabel Cristina Flores-Rueda
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
