Student online communication skills: enhancing the comparability of self-reports among different groups of students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10429829" target="_blank" >RIV/00216208:11410/22:10429829 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=R_EONE2ZkL" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=R_EONE2ZkL</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10639-021-10685-y" target="_blank" >10.1007/s10639-021-10685-y</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Student online communication skills: enhancing the comparability of self-reports among different groups of students

Popis výsledku v původním jazyce

With the current emphasis placed on ICT skills development in education, accurate information about how well students master these skills becomes invaluable. Despite the wide-spread use of self-report measures of ICT skills, their accuracy has been questioned. An analysis, on a large sample, of the heterogeneity in reporting behavior in the domains of ICT competencies is, as far as we know, missing; we fill this gap. We investigate the (in)comparability of self-reports of online communication skills (e.g., the using of social networks, data sharing) among two contrasting groups of students (a) elite, high-performing grammar schools and (b) economics schools (total N=1,070 students, 17 secondary schools). Using the anchoring vignette method, we identify scale usage differences among respondents and adjust their self-reports for these differences. We show that grammar school students significantly underestimate their skills. Before the adjustment, grammar school students report significantly lower levels of online communication skills. After the adjustment, grammar school students have non-significantly higher levels of these skills. Differential academic demands thus might be a relevant factor in students&apos; selfassessment of online communication skills. In practice, students&apos; under-/over-estimation of skills might impact their access to ICT-related jobs and the effectiveness of educational decision-making in the ICT domain. We also show the potential of the anchoring vignette method to explain paradoxical negative relationships between self-reported skills and results on the achievement tests identified in the literature. Further research could explore this phenomenon in other domains of digital competence and among other student populations.

Název v anglickém jazyce

Student online communication skills: enhancing the comparability of self-reports among different groups of students

Popis výsledku anglicky

With the current emphasis placed on ICT skills development in education, accurate information about how well students master these skills becomes invaluable. Despite the wide-spread use of self-report measures of ICT skills, their accuracy has been questioned. An analysis, on a large sample, of the heterogeneity in reporting behavior in the domains of ICT competencies is, as far as we know, missing; we fill this gap. We investigate the (in)comparability of self-reports of online communication skills (e.g., the using of social networks, data sharing) among two contrasting groups of students (a) elite, high-performing grammar schools and (b) economics schools (total N=1,070 students, 17 secondary schools). Using the anchoring vignette method, we identify scale usage differences among respondents and adjust their self-reports for these differences. We show that grammar school students significantly underestimate their skills. Before the adjustment, grammar school students report significantly lower levels of online communication skills. After the adjustment, grammar school students have non-significantly higher levels of these skills. Differential academic demands thus might be a relevant factor in students&apos; selfassessment of online communication skills. In practice, students&apos; under-/over-estimation of skills might impact their access to ICT-related jobs and the effectiveness of educational decision-making in the ICT domain. We also show the potential of the anchoring vignette method to explain paradoxical negative relationships between self-reported skills and results on the achievement tests identified in the literature. Further research could explore this phenomenon in other domains of digital competence and among other student populations.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-02993S" target="_blank" >GA17-02993S: Faktory ovlivňující sebehodnocení ICT dovedností studentů středních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2022

Kód důvěrnosti údajů

C - Předmět řešení projektu podléhá obchodnímu tajemství (§ 504 Občanského zákoníku), ale název projektu, cíle projektu a u ukončeného nebo zastaveného projektu zhodnocení výsledku řešení projektu (údaje P03, P04, P15, P19, P29, PN8) dodané do CEP, jsou upraveny tak, aby byly zveřejnitelné.

Název periodika

Education and Information Technologies

ISSN

1360-2357

e-ISSN

—

Svazek periodika

27

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

25

Strana od-do

2181-2205

Kód UT WoS článku

000684461000001

EID výsledku v databázi Scopus

2-s2.0-85112362141