Yükseköğretimde Uzaktan Öğrenenlerin Temel Dijital Yetkinliği

Yıl 2024, Cilt: 14 Sayı: 2, 358 - 365, 30.08.2024

Emine Kuluşaklı

https://doi.org/10.5961/higheredusci.1455479

Öz

Yükseköğretim kurumlarında ve özellikle uzaktan eğitim öğrencileri için temel dijital yeterliliğe sahip olmak esastır. Bu çalışmanın temel amacı Türkiye'deki uzaktan öğrenim gören öğrencilerin dijital yeterlik düzeylerini yaş, cinsiyet ve bilgisayara sahip olma değişkenlerine göre incelemektir. Katılımcılar bir devlet üniversitesinin çeşitli bölümlerinde öğrenim gören 243 uzaktan eğitim öğrencisinden oluşmaktadır. Veriler dijital yeterlilik ölçeği kullanılarak toplanmıştır. Araştırmanın bulguları, uzaktan öğrenenlerin temel dijital yeterliliğinin iletişimde yüksek, problem çözme, üniversitenin sanal araçları ve sosyal iletişim ile bilgi ve veri okuryazarlığında orta düzeyde olduğunu göstermiştir. Ancak dijital içerik geliştirme en az yetkin oldukları alandır. Ayrıca istatistiksel analizler, uzaktan öğrenenlerin temel dijital yeterliliklerinin cinsiyet açısından farklılık göstermediğini göstermiştir. Buna karşılık öğrenciler bilgi ve veri okuryazarlığında bilgisayara sahip olma ve yaş değişkenlerine göre anlamlı farklılıklar göstermişlerdir. Araştırmanın sonuçları, dijital yeterliliğin geliştirilerek uzaktan eğitime dahil edilmesinin uzaktan öğrenenlere temel dijital yeterliliğe ulaşma fırsatı sağlama ve öğrenmeyi kolaylaştırma açısından önemli olduğunu göstermiştir.

Anahtar Kelimeler

Temel dijital yeterlilik, Uzaktan eğitim, Uzaktan öğrenenler, Yükseköğretim, Teknoloji kullanımı

Etik Beyan

Bu çalışmanın, özgün bir çalışma olduğunu, çalışmanın hazırlık, veri toplama, analiz ve bilgilerin sunumu olmak üzere tüm aşamalarından bilimsel etik ilke ve kurallarına uygun davrandığını, bu çalışma için elde edilen veriler, insan ve hayvanların deneysel ya da diğer bilimsel amaçlarla kullanılması ve kişisel verilerin korunması kanunu gereğince retrospektif çalışmalar kapsamında olmamasından dolayı etik kurul iznine tabi olmadığını, çalışmanın Committee on Publication Ethics (COPE)' in tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet edildiğini tüm yazarlar adına beyan edildiğini bildiririm.

Distance Learners’ Basic Digital Competence in Higher Education

Öz

Basic digital competence is essential for learners in higher education and especially in the field of distance education. The main purpose of this study is to understand the levels of digital competence of distance learners in Turkey according to the variables of age, gender and owing a computer. The participants were consisted of 243 distance learners studying at various disciplines of a state university. Data were collected through a survey via digital competence scale. The findings of the research indicated that basic digital competence of distance learners were high in communication and moderate in problem solving, university’s virtual tools and social communication and information and data literacy. However, distance learners are the least competent in digital content development. In addition, statistical analysis indicated that basic digital competence of distance learners did not differ in terms of gender. On contrary, significant differences existed in the information and data literacy of the students with regard to having a computer and age. The results of the study displayed that it is important to include the improvement of digital competence into the distance education to provide distance learners an opportunity to reach high basic digital competence and to facilitate learning.

Anahtar Kelimeler

Basic digital competence, distance education, distance learners, higher education, technology use

Kaynakça

• Adanir, G.A., & Guven, Y.G. (2022). Üniversite öğrencileri dijital yeterlikler ölçeğinin Türkçeye uyarlama çalışması. Yükseköğretim ve Bilim Dergisi, 12(1), 122-132.
• Arkorful, V., Salifu, I., Arthur, F., & Abam Nortey, S. (2024). Exploring the nexus between digital competencies and digital citizenship of higher education students: a PLS-SEM approach. Cogent Education, 11(1), 1-20. https://doi.org/10.1080/2331186X.2024. 2326722.
• Awaludin, A., Prayitno, H.J., & Haq, M.I. (2022). Using digital media during the COVID-19 pandemic era: Good online program in higher education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(1), 1-12. https://doi.org/10.23917/ijolae. v5i1.19574.
• Cao, J., Bhuvaneswari, G., Arumugam, T., & Aravind, B.R. (2023). The digital edge: Examining the relationship between digital competency and language learning outcomes. Frontiers in Psychology, 14:1187909, 1-11.
• Çebi, A., & Reisoğlu, I. (2020). Digital competence: a study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294-308. https://doi. org/10.7821/naer.2020.7.583.
• Godhe, A.L. (2019). Digital literacies or digital competence: conceptualizations in Nordic curricula. Media and Communication, 7(2), 25-35.
• Henseruk, H., Boyko, M., Tsepeniuk, T., Buyak, B., & Martyniuk, S. (2021). Communication in developing digital competence of future professionals. In proceedings of International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021), 158-165. https://doi.org/10.2991/assehr. k.210525.020.
• Inamorato dos Santos, A., Chinkes, E., Carvalho, M.A.G., Solórzano, C.M.V., & Marroni, L.S. (2023). The digital competence of academics in higher education: Is the glass half empty or half full? International Journal of Educational Technology in Higher Education, 20(9), 1-25. https://doi.org/10.1186/s41239-022-00376-0.
• Karagozoglu, N., & Gezer, U. (2022). An investigation of the relationship between digital literacy levels of social studies teacher candidates and their attitudes towards distance education. Educational Policy Analysis and Strategic Research, 17(1), 218-235.
• Koyuncuoglu, D. (2022). Analysis of digital and technological competencies of university students. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(4), 971- 988. https://doi.org/10.46328/ijemst.2583.
• Maphosa, C., & Bhebhe, S. (2019). Digital literacy: A must for open distance and e-learning (ODEL) students. European Journal of Education Studies, 5(10), 186-199. https://doi.org/10.46827/ejes. v0i0.2274.
• Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and tools for digital literacy development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249-267. http://doi. org/10.11120/ital.2006.05040249.
• Silva, K.K.A.D., & Behar, P.A. (2017). Digital competence model of distance learning students. International Association for Development of the Information Society. 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017), 109-116.
• Spante, M., Hashemi, S.S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1-21. https:// doi.org/10.1080/2331186X.2018.1519143.
• Szabo, M., Montgomerie, T.C., & Davies, J. (2002). Assessing information and communication technology literacy of education undergraduates: Instrument development. In proceedings of ED-MEDIA 2002-World Conference on Educational Multimedia, Hypermedia & Telecommunications. (Eds.) P. Barker & S. Rebelsky. Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE), 377-383.
• Tekin, M., & Uysal, I. (2022). Investigation of the relationship between medical students’ digital competency levels and their attitudes towards e-learning. International Journal of Curriculum and Instruction, 15(1), 620-636.
• Yılmaz, I., Akel, A., Bayraktar, G., & Demirkaya, H. (2023). Digital literacy and education in Turkey. International Social Sciences Studies Journal, 9(116), 8633-8639. http://dx.doi.org/10.29228/sssj.725 90.
• Yurtseven, N., Sarac, S., & Akgun, E. (2021). Digital skills for teaching and learning in distance education: an example of a university in the pandemic. Eurasian Journal of Educational Research, 94, 295- 314.
• Vázquez-Cano, E., López Meneses, E., & García-Garzón, E. (2017). Differences in basic digital competences between male and female university students of Social Sciences in Spain. International Journal of Educational Technology in Higher Education, 14(27), 1-16. https://doi.10.1186/s41239-017-0065-y.
• Vishnu, S., Raghavan Sathyan, A., Susan Sam, A., Radhakrishnan, A., Olaparambil Ragavan, S., Vattam Kandathil, J., & Funk, C. (2022). Digital competence of higher education learners in the context of COVID-19 triggered online learning. Social Sciences & Humanities Open, 6(1), 100320, 1-10. https://doi.org/10.1016/j.ssaho. 2022.100320.
• Zhao, Y., Pinto Llorente, A.M., & Sánchez Gómez, M.C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212, 1-14. https://doi. org/10.1016/j.compedu.2021.104212.