学生的数字能力和感知学习:学习者敏捷性的调解作用
Vidya Patwardhan1, Jyothi Mallya1, Rahul Shedbalkar1
1Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, Udupi, Karnataka, 576104, India.
数字能力显著提高学生的学习敏捷性和感知学习成果在印度高等教育. 投资于数字技能发展对于在后COVID时代的学术成功至关重要.
科学领域:
- 教育技术的教育技术
- 高等教育教学的教学.
- 数字学习数字学习
背景情况:
- 随着COVID-19大流行,在印度高等教育中加快了在线教育和数字技术的采用.
- 机构在适应新技术和混合学习模式方面遇到了挑战.
- 了解学生对不断变化的数字学习环境的看法变得至关重要.
研究的目的:
- 调查数字能力 (DC) 对学生学习敏捷性 (LA) 和感知学习 (PL) 的影响.
- 在印度的专业/技术教育背景下,研究DC,LA和PL之间的关系.
主要方法:
- 这是一项涉及印度359名研究生和研究生的横截面研究.
- 使用DigiComp 2.1框架来评估数字能力.
- 使用结构方程建模和流程宏观4.0进行数据分析.
主要成果:
- 数字能力 (DC) 对感知学习 (PL) 产生了显著的积极影响 (b = 0.33; p < 0.001).
- 此外,DC对学习敏捷性 (LA) 也产生了显著的积极影响 (b = 0.59; p < 0.001).
- 在学习敏捷性 (LA) 和感知学习 (PL) 之间发现了显著的积极关系 (b = 0.21; p < 0.001).
结论:
- 数字能力与在COVID后的教育环境中学业表现密切相关.
- 增强的数字能力直接有助于提高学习敏捷性和感知到的学习成果.
- 印度的高等教育机构应该将数字能力纳入他们的课程,以促进学生更好的学习成果.
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