Digital literacies in higher education
Skills, uses, opportunities and obstacles to digital transformation
Supporting Agencies
- Fundação para a Ciência e a Tecnologia
Abstract
The digitalisation of higher education institutions (HEI), due to the impossibility of face-to-face classes and tutoring, caused by COVID-19, evidenced the need to rethink opportunities and obstacles for the development of digital skills among students. Based on the digital literacy framework by Martin and Grudziecki (2006), a study was developed with the aim of identifying the perceptions of university students regarding the digital skills they possess, as well as the uses and effects of digital literacy in the development of personal and social skills. Data collection, using an online questionnaire, took place during the initial closing period of HEI in Portugal. The results point to an almost widespread mastery of search and data editing skills and to a lesser ability to create and develop new digital solutions. Most students reported that digital technologies were used [before the crisis] mainly for institutional communication and between peers, but not for the development of networking and lifelong learning skills. The lack of involvement of many teachers in the available pedagogical support is an obstacle to an adequate digital transformation in higher education, both in times of crisis and in the future.
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