University of Malaga (SPAIN)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 9214-9217
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2286
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
Thousands of students, from universities all around the world, graduate every year. These newly graduated job seekers will face job interviews where they might be selected based on the knowledge that they have acquired during their studies, that according to the universities, was considered the most relevant for their professional future. However, the companies complain about the enormous investment in internal training for newly hired employees, specially on the use of digital tools and specific software applications needed to perform in a professional level.

In most cases, digital skills are developed in the courses as transversals competences. In certain occasions, the students do not realise about the importance of those digital skills and they do not invest enough time in mastering software unless they are examined and evaluated specifically about that software. In order to improve the digital tools knowledge acquisition, it is essential to understand the students’ perception about their self-assessed level prior and after the courses.

This paper analyses the results of the students’ perception in relation to the development of their specific digital competences, based on the results of two courses during 2018. In the present study, 45 fourth-year students of the Pedagogy degree were interviewed before and after the completion of the courses. The students were asked about self-assessment of specific digital skills levels, and the information was then contrasted with the docent’s criteria.

Due to the drop-out rate, more responses were obtained in the pre-test (30) than in the post-test (16). Therefore, the data was normalised. Afterwards, an analysis of variance was carried out followed by hypothesis contrast studies.

Taking advantage of the final knowledge expected from the graduates, a system of "internal accreditations" has been established through moodle badges that can be acquired by students who exceed the minimum requirements established in the use of certain software (office, statistics, qualitative analysis, image analysis, etc.) necessary for their future employment.
Digital skills badge, Vertical and horizontal coordination, ICT.