Abstract

Readiness for digital learning is an international research domain exploring the preparedness of people and contexts for successful technology-rich education. This study, focused on higher education, reviews the readiness literature and positions digital competencies as factors within it. A key limitation identified is that despite the position of digital knowledge, skills and attitudes as highly significant factors, readiness instruments are limited by inconsistent conceptualization and unidimensional operationalization of digital competencies. In response, the General Technology Competency and Use (GTCU) framework and accompanying online Digital Technology Profile (DTP) application, developed in Canada and used over a decade in several national contexts, are reviewed as an alternative readiness-assessment apparatus. Findings from a pilot observational study comparing: (a) self-reported digital competencies (using DTP indicators), and (b) the quality of authentic digital-learning performances, are highlighted in support. Through continued application development and international collaboration, the researchers are pursuing contextually-sensitive and non-exclusionary readiness-assessment tools that help individuals and groups better prepare for successful digital learning.

Citation

Blayone, T. (2018). Reexamining digital-learning readiness in higher education: Positioning digital competencies as key factors and a profile application as a readiness tool. International Journal on E-Learning, 17(4), 425-451. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 5, 2023 from https://www.learntechlib.org/primary/p/178285/.

© 2018 Association for the Advancement of Computing in Education (AACE)