Abstract:

Marc Prensky’s concept of the “digital native” has become a persistent meme in educational theory and practice. Despite being unsupported by research and based on anecdotal evidence, young people who grew up with modern technology and the internet are assumed to be naturally adept at accessing and navigating digital systems. In particular, Generation Z (now the majority of university students) are often uncritically assumed to be “digital natives” by both by educators and managers of university Learning Management Systems (LMS), leading to the ever-increasing use of complex online tools for learning and assessment. The rapid shift to online teaching due to Covid-19 disruptions only accelerated these trends, and digital literacy has consequently become a core determinant of student achievement and success.

Unfortunately, the classroom experience proves that many students familiar with informal digital tools like social media platforms are far from proficient when using formal learning and communication systems, and studies have shown that online skills vary widely among presumed “digital natives”. These gaps are only exacerbated without deliberate support and early intervention. This presentation outlines the inception, design, implementation and evaluation of the Online Orientation (OO) project, developed to enhance digital literacy and foster inclusive learning among students of the Tertiary Foundation Certificate (TFC) at the University of Auckland.

TFC is New Zealand’s largest foundation and bridging programme for domestic students transitioning to degree-level studies. The TFC cohort is composed of students from a range of educational, cultural and socio-economic backgrounds; many students fall within intersecting equity groups. Despite belonging to the “digital native” generation, many TFC students demonstrate lower computer literacy levels and inconsistent access to technology. The TFC cohort are thus in greater need of digital guidance than the general student population. To promote greater digital equity among this diverse cohort, the TFC team, led by Dr Agnieszka Zabicka and Andrew Dawson, designed and implemented the OO project for incoming TFC students.

The OO project aims to foster inclusive learning and accessibility by addressing technological gaps and making IT essentials accessible to all students. First implemented in 2018, OO consists of a series of connected in-person and online activities facilitated by former TFC students in a peer-to-peer learning model. New TFC students benefit from this highly scaffolded approach which enables them to acclimate to the University’s LMS and communication platforms. The OO project has been successful in enhancing student engagement with Canvas LMS and other digital tools; it also acts as a diagnostic tool to identify technological barriers and trigger early interventions to support students’ digital access. OO has proven that students benefit when programmes do not assume “innate” technological ability but instead scaffold digital literacy to support student learning and success.

Keywords:

Foundation studies, tertiary education, LMS, technology, digital native.