Digitální kompetence optikou dvou kurzů na filozofické fakultě : empirická studie
| Title in English | Digital competence through two courses at the Faculty of Arts : The Empirical Study |
|---|---|
| Authors | |
| Year of publication | 2019 |
| Type | Article in Periodical |
| Magazine / Source | Journal of Technology and Information Education |
| MU Faculty or unit | |
| Citation | |
| Web | https://www.jtie.upol.cz/cz/artkey/jti-201901-0002_digitalni_kompetence_optikou_dvou_kurzu_na_filosoficke_fakulte_empiricka_studie.php |
| Doi | http://dx.doi.org/10.5507/jtie.2019.005 |
| Keywords | Digital Competence; Web Analytics; Google Analytics; DigComp; Self-Assessment |
| Description | The empirical study analysed data from two courses on digital competence at the Faculty of Arts, Masaryk University. Data was obtained through multiple research tools - tests in the MU information system, self-evaluation questionnaire, Google Analytics and Smartlook. It deals with the topic of digital competences, which theoretically frames DigComp 2.1. It is a quantitative case study on a sample of 144 people. In our case study, we have identified the following research questions: 1) How do students evaluate themselves as part of their digital competencies? 2) Is there a relationship between self-assessment and test results? 3) Can competence domains or individual competencies be identified in which students are significantly better or worse? 4) Can identify the relationship between user interactions with a website and test results and self-evaluation? The results of our research show a significant imbalance in how the students in digital competencies assessed: from 2.5 points out of 8 in programming to digital technology through cooperation with 4.7 points. At the same time, they suggest that students have significant problems with self-assessment as such. In terms of whole competence domains, students perceive themselves as the strongest in information and data literacy (4.5) and the weakest in problem-solving (3.4). |