Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching

Digital competence (DC) has become a key element for future teachers in the effort to guarantee a high-quality education system that responds to the needs of the 21st century. For this reason, numerous studies have tried to evaluate the DC of university students in education degrees, although very f...

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Detalhes bibliográficos
Autores: Cepa Rodríguez, Estibaliz, Etxeberria Murgiondo, Juan
Formato: artículo
Fecha de publicación:2024
País:España
Recursos:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/68608
Acesso em linha:http://hdl.handle.net/10810/68608
Access Level:acceso abierto
Palavra-chave:digital competence
primary education
teacher training
higher education
initial training
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spelling Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teachingCepa Rodríguez, EstibalizEtxeberria Murgiondo, Juandigital competenceprimary educationteacher traininghigher educationinitial trainingDigital competence (DC) has become a key element for future teachers in the effort to guarantee a high-quality education system that responds to the needs of the 21st century. For this reason, numerous studies have tried to evaluate the DC of university students in education degrees, although very few have focused on the differences according to the academic year or the methodology used. This study aims to determine the level of DC among 1st and 4th year Primary Education undergraduates at two Spanish universities that employ different learning methods (face-to-face and online). The sample comprised 396 undergraduates who completed an online instrument (with a 10-point response scale) called the Higher Education Student Digital Competence Questionnaire (CDAES). The results reveal that students’ level of DC upon graduation is basic-intermediate and that the dimensions in which they are most proficient are ‘Digital Citizenship’ and ‘Innovation’. Despite this, however, the tasks performed to justify this level are basic. The results also indicate that students’ DC improves as they progress in their degree and that the online method seems to be more effective in promoting this particular competency. We can therefore conclude that tasks specially designed to improve DC are included in teacher training degrees, particularly in the case of online courses, although we are unable to determine which specific practices or methodologies foster better outcomes. To clarify this, new empirical approaches that focus on these aspects are required, along with specific improvement actions or initiatives adapted to the needs of each individual group.Springer Nature202420242024info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/68608reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://link.springer.com/article/10.1007/s10639-024-12828-3info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/(cc) 2024 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.oai:addi.ehu.eus:10810/686082026-06-18T09:23:17Z
dc.title.none.fl_str_mv Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching
title Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching
spellingShingle Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching
Cepa Rodríguez, Estibaliz
digital competence
primary education
teacher training
higher education
initial training
title_short Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching
title_full Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching
title_fullStr Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching
title_full_unstemmed Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching
title_sort Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching
dc.creator.none.fl_str_mv Cepa Rodríguez, Estibaliz
Etxeberria Murgiondo, Juan
author Cepa Rodríguez, Estibaliz
author_facet Cepa Rodríguez, Estibaliz
Etxeberria Murgiondo, Juan
author_role author
author2 Etxeberria Murgiondo, Juan
author2_role author
dc.subject.none.fl_str_mv digital competence
primary education
teacher training
higher education
initial training
topic digital competence
primary education
teacher training
higher education
initial training
description Digital competence (DC) has become a key element for future teachers in the effort to guarantee a high-quality education system that responds to the needs of the 21st century. For this reason, numerous studies have tried to evaluate the DC of university students in education degrees, although very few have focused on the differences according to the academic year or the methodology used. This study aims to determine the level of DC among 1st and 4th year Primary Education undergraduates at two Spanish universities that employ different learning methods (face-to-face and online). The sample comprised 396 undergraduates who completed an online instrument (with a 10-point response scale) called the Higher Education Student Digital Competence Questionnaire (CDAES). The results reveal that students’ level of DC upon graduation is basic-intermediate and that the dimensions in which they are most proficient are ‘Digital Citizenship’ and ‘Innovation’. Despite this, however, the tasks performed to justify this level are basic. The results also indicate that students’ DC improves as they progress in their degree and that the online method seems to be more effective in promoting this particular competency. We can therefore conclude that tasks specially designed to improve DC are included in teacher training degrees, particularly in the case of online courses, although we are unable to determine which specific practices or methodologies foster better outcomes. To clarify this, new empirical approaches that focus on these aspects are required, along with specific improvement actions or initiatives adapted to the needs of each individual group.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/68608
url http://hdl.handle.net/10810/68608
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://link.springer.com/article/10.1007/s10639-024-12828-3
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer Nature
publisher.none.fl_str_mv Springer Nature
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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