Digital literacies in higher education

Skills, uses, opportunities and obstacles to digital transformation

This is an outdated version published on 09-08-2020. Read the most recent version.

Authors

  • Angélica Monteiro CIIE - Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto
  • Carlinda Leite CIIE - Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto https://orcid.org/0000-0001-9960-2519
DOI: https://doi.org/10.6018/red.438721
Keywords: Digital literacy; Higher education: Digital skills

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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Author Biographies

Angélica Monteiro, CIIE - Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto

Angélica Monteiro is Master in Multimedia Education and PhD in Education Sciences (UPORTO University). Her higher education activity (since 2002) combines teaching, researching and management. She supervised 4 Doctoral theses (2 concluded) and 1 ongoing Post-doctoral study. She was head of a Higher Education School from Oct 2017 to Dec 2018. Presently she has a doctorade junior researcher contract at the Centre for Research and Intervention in Education – CIIE and co-represents the strategic area "Empowerment and inclusion through education and digital arts". She concluded 2 post-doctoral studies. The first one related to Digital Literacy (2013-2014), the second one related to digital literacy with women in vulnerable situations (2014 – 2017). She engaged in the evaluation of a program of school-university partnerships promoted by the municipality of Porto to foster scientific literacy. She is also, since 2020, member of the school’s external valuation committee from IGEC - General Inspection of Education and Science of the Portuguese Ministry of Education, as education specialist. In the last 5 years, she participated as researcher on 8 funded projects (5 international and 3 national). She is principal investigator of 2 international projects (Mind the Gaps- 2019-2-PT02-KA205-006226; and UP2B - 2019-1-PT01-KA201-061346) and 1 national project (EPRIS - elearning in prison).

Carlinda Leite, CIIE - Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto

Carlinda Leite is Emeritus Professor at the University of Porto, Portugal, and Full Professor at the Faculty of Psychology and Education Sciences (FPCEUP), in which serves as President of the Research Ethics Committee. She was Director of the Education Sciences Department between 2005-2010, Head of FPCEUP between 2005-2007 and 2009-2010 and Director of the Doctoral Programme in Educational Sciences between 2003-2010. She was also Vice-President of the Portuguese Society for Education Sciences between 1999-2012 and Member and Vice-President of the Scientific-Pedagogical Council for Continuous Training between 1999-2012. She is Director of Research at the Centre of Research and Intervention in Education of the University of Porto (CIIE), co-chairing the research community of practice entitled Curriculum, Evaluation, Teacher Education and Educational Technologies (CAFTe). She is the Chair of the Evaluation and Accreditation Agency (A3ES) for all degree programmes (1st, 2nd and 3rd cycles) in the Education field in the Portuguese Universities, since 2009. With an international profile in the field of education evaluation and curriculum studies, she holds a special extensive collaboration with Brazil, being Visiting Professor at several Brazilian Universities, where she often gives keynote presentations and undertake research and consultancy. She acted as member of the jury for the UPorto Prize on Excellence in e-Learning, suported by Fundação Calouste Gulbenkian. She directs research focused on curriculum studies, educational policies, evaluation and quality of education, learning assessment, teacher education, teaching in higher education and multiculturalism and education, innovative teaching and learning and digital inclusion. She published 22 books and monographs and over 240 scholarly articles and book chapter, supervised 26 successful doctorates, 15 postdoctoral researchers.

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Published
09-08-2020
Versions
How to Cite
Monteiro, A., & Leite, C. (2020). Digital literacies in higher education: Skills, uses, opportunities and obstacles to digital transformation. Distance Education Journal, 21(65). https://doi.org/10.6018/red.438721
Issue
Vol. 21 No. 65 (2021): Transition from conventional education to online education and learning, as a consequence of COVID19
Section
Articles

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