Abstract:

Many studies show that primary school students usually do not have sufficient skills to read and learn independently and successfully in digital learning environments. A higher level of knowledge is exhibited by older students, most of whom have mastered the basics of computer use, the basics of searching the Internet, and the basics of navigation, but have a bit more trouble when it comes to selecting from all the information offered, critically evaluating it, and filling in any gaps in what they have read.

Before the individual trainings of primary school students with the goal of providing them with the skills necessary for reading and learning on the Internet, we tested their prior knowledge. We found that, regardless of age, there are certain skills that all participants have mastered, and that there are certain skills that neither the youngest (5- to 6-year-olds) nor the oldest (11- to 12-year-olds) participants have mastered. We analyzed individual computer literacy skills in the context of data on the basic skills of reading and online learning among first- through sixth-grade primary school students (6- to 12-year-olds) obtained through 60in-depth case studies. A 3-point scale (1 – knows, 2 – knows with help, 3 – doesn't know) was used to assess the extent to which the student mastered a particular skill while the child actively researched any topic on Internet according to his own interest. In the framework of basic computer skills, we checked the basics of using a computer/tablet (21 skills), knowledge of searching for information and finding the right website (15 skills), and the skills of searching for information, navigating the website, and evaluation (17 skills).

The results of the Kruskal-Wallis test show that there are statistically significant differences among students of different ages in most skills (42 skills), with older students showing better abilities to read and learn online. However, in a few cases (11 skills), there are no statistically significant differences between students according to age. There are two reasons for this. The first reason is that most students have this knowledge, the second is that most students do not have this knowledge. A more detailed analysis of the obtained results shows that there are no statistically significant differences between students of different ages, as most participants acquired the following skills, which are: Using a mouse/touch screen, finding/opening the search engine, and opening/closing a window. Another set of skills for which there are no statistically significant differences depending on the age of the students, are skills that most students do not possess.

These include: using search quotes, using Boolean operators, understanding the meaning of URLs, being aware that the first (web) page offered is not necessarily the best solution, knowing how to use search history, bookmarking/saving a web page to refer back to when needed, deciding quickly if a web page is useful and worth reading carefully, evaluating the reliability of information on a website by asking if pictures and videos are outdated.

Keywords:

Comprehension instruction, online learning, online research, primary school.