Digital Competence : from Self-evaluation to Analysis of Students´ Learning Behaviour
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00115234" target="_blank" >RIV/00216224:14210/19:00115234 - isvavai.cz</a>
Result on the web
<a href="https://disconference.eu/wp-content/uploads/2017/01/DisCo-2019-_E-learning-_-Unlocking-the-Gate-of-Education-around-the-Globe_14conference-reader-1.pdf" target="_blank" >https://disconference.eu/wp-content/uploads/2017/01/DisCo-2019-_E-learning-_-Unlocking-the-Gate-of-Education-around-the-Globe_14conference-reader-1.pdf</a>
DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Digital Competence : from Self-evaluation to Analysis of Students´ Learning Behaviour
Original language description
Digital competencies are not only in the European, but overall in a global context, a strong theme that has essentially the exponential growth in the analysis of publications in Scopus. We conducted a study which will be based on two courses taught at the Faculty of Arts - are consistently based on the framework DigComp, allowing direct comparison study of behaviour no results from tests of the reference framework. One course was a form of blended learning, the other purely online, both have identical online support (they were open Web-based courses). Total research sample is 146 people, primarily from the Faculty of Arts. Students in both courses studied online, wrote a final test and conducted their self-evaluation within the DigComp 2.1 reference model. At the same time, they also commented on how they imagine a digitally competent citizen and ranked a domain of competence according to their importance. Our empirical study wants to focus on the following research questions: 1) How do the students themselves assess the digital competence? 2) Is there a correlation between their evaluation and test results? 3) Is there a relationship between how they are evaluated and what is their movement on the course pages? 4) What topics are they interested in on the site? Is it reflected somehow in the other measurable parameters? 5) How do students introduce a "digitally competent person"? For answers to these research questions we will use relatively diverse source tools - e-learning support in the information system of the University, Google Analytics and Smartlook surrendered files in e-learning with a final questionnaire.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
E-learning : Unlocking the Gate to Education around the Globe
ISBN
9788086302850
ISSN
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e-ISSN
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Number of pages
18
Pages from-to
160-177
Publisher name
Centre for Higher Education Studies
Place of publication
Prague
Event location
Prague
Event date
Jan 1, 2019
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000588063400016