Prioritize practical digital-task tests, pedagogy research, and mixed methods in digital competence research¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on identified gaps, the review recommends that researchers move beyond self-reported measures: applying "a practical test of digital tasks may provide a better understanding of participants' digital competence". It calls for more research on how digital competence is used and immersed for teaching and learning (only 6% of studies addressed pedagogy) and on instrument validation (also 6%), combined quantitative-qualitative designs, and more in-depth studies of graduate students and teaching faculty.

Design Implications¶

Context¶

Requirements¶

• Attention to sample size so results are representative
• At least two individuals using evaluation criteria in future systematic reviews

Constraints¶

• The review covered only Web of Science and Scopus publications in English from 2015 to 2021

Target Learners¶

• undergraduate students
• graduate students
• university teachers

Target Learning Goals¶

• digital competence
• digital competence assessment

Claims¶

Related Strategies¶

• Study empathy in clinical encounters using observational and qualitative methods rather than self-report alone

Examples¶

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Key Sources¶

• Zhao Yu, Pinto Llorente Ana María, Sánchez Gómez María Cruz. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212