Digital Competence : from Self-evaluation to Analysis of Students´ Learning Behaviour

Kód výsledku v 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>

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

Digital Competence : from Self-evaluation to Analysis of Students´ Learning Behaviour

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Digital Competence : from Self-evaluation to Analysis of Students´ Learning Behaviour

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

E-learning : Unlocking the Gate to Education around the Globe

ISBN

9788086302850

ISSN

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e-ISSN

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Počet stran výsledku

18

Strana od-do

160-177

Název nakladatele

Centre for Higher Education Studies

Místo vydání

Prague

Místo konání akce

Prague

Datum konání akce

1. 1. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000588063400016