Abstract:

The rapid development of the Internet has vividly enhanced academic practices related to teaching and learning processes. Consequently, the development of learner's academic skills (literacy capabilities such as thinking, communicating ideas, and intellectual work), as well as the pattern of working, thinking, communicating and learning in Hight Education (HE) context has changed dramatically [1]. Developing such skills and knowing how to; search, authenticate and critically evaluate material allow students to support their learning process [2]. Learners’ characteristics in an e-learning context along with the intentions, behaviours and strategies influence how they utilise technology to suit their learning (e.g., self-regulation and academic performance) [3]. A three-dimensional framework has studied digital capabilities under the perspectives of Technical (e.g., connection and use of devices and their peripherals), Cognitive (e.g. ability to think critically in the search, evaluate and produce digital information) and Social-emotional (e.g. ability to use the Internet for communication, collaboration and learning) purposes [4]. The aim of this investigation was to gain an insight into how University student digital capabilities and independent learning have been influenced by the COVID-19 pandemic lockdown. Overall, 357 UK undergraduate students (141 Psychology and 215 Veterinary Sciences students) across the first three years of the programmes completed an online questionnaire. The survey elicited a wide range of interesting responses on students’ use of digital devices, engagement during lecture time and independent learning, preferences and attitude to digital technologies as well as the extent their teachers used digital tools in their teaching. The major contribution of this investigation to the digital literacy area and examination of student views concerning the move of teaching from a traditional to a completely online environment. This main finding of this study is directly connected to digital “Visitors and Residents” (V&R) model [5], as the students’ attitude towards digital learning and their skills have not affected by the COVID-19 lockdown period.

References:
[1] H. Beetham, L. McGill, & A. Littlejohn, “Thriving in the 21st century: learning literacies for the digital age (LLiDA project)”, 2009. Retrieved from https://www.webarchive.org.uk/wayback/archive/20140615060649/http://www.jisc.ac.uk/media/documents/projects/llidaexecsumjune2009.pdf
[2] D. Melville, “Higher education in a Web2.0 world: report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies”, 2009. Retrieved from http://www.ictliteracy.info/rf.pdf/HigherEdweb20.pdf
[3] L. Creanor, K. Trinder, D. Gowan, & C. Howells,” LEX: the learner experience of e-learning, Final project report”, 2006. Retrieved from http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/lex.aspx
[4] W. Ng, “Empowering Scientific Literacy Through Digital Literacy and Multiliteracies”. New York: Nova Science Publishers, 2012.
[5] D. White, & A. Cornu, “Visitors and residents: a new typology for online engagement”, First Monday, vol. 16, no. 9, 2011. Retrieved from https://doi.org/10.5210/fm.v16i9.3171

Keywords:

Undergraduate Education, 21st Century Skills, Digital Skills Development, e-learning Experiences, Digital Capabilities.