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e-Literacy Skills Mismatches at a South African University: a Case Study
Proceeding

, Tshwane University of Technology, South Africa ; , North-West University, South Africa

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper presents a distillation of a case study executed to minimize the mismatch between expected and actual e-literacy skill competencies in undergraduate students. An e-readiness questionnaire, situational test and focus group interview identified e-literacy skills gaps and verified if the e-literacy skills training (intervention) was efficient in a control group experiment. Findings indicated no significant differences in student’s perceptions about their e-literacy skill abilities after the intervention for control groups but indicated significant differences in student’s perceptions about their e-literacy skill abilities after the intervention for experimental groups. Analysis data similarly indicated no significant differences in tangible e-literacy skill application capabilities for control groups, but indicated significant differences in tangible e-literacy skill application capabilities for experimental groups after the intervention.

Citation

Van Vuuren Marais, D. & Blignaut, S. (2016). e-Literacy Skills Mismatches at a South African University: a Case Study. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 242-252). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 24, 2020 from .

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