Comparative Cross-Cultural Study in Digital Literacy

Autor/inn/en	Hamutoglu, Nazire Burcin; Gemikonakli, Orhan; De Raffaele, Clifford; Gezgin, Deniz Mertkan
Titel	Comparative Cross-Cultural Study in Digital Literacy
Quelle	In: Eurasian Journal of Educational Research, (2020) 88, S.121-147 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gemikonakli, Orhan) ORCID (De Raffaele, Clifford) ORCID (Gezgin, Deniz Mertkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Cross Cultural Studies; Technological Literacy; Cultural Differences; College Students; Gender Differences; Developing Nations; Developed Nations; Foreign Countries; Measures (Individuals); Scores; Student Attitudes; Social Influences; Cognitive Ability; United Kingdom; Turkey; Malta + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Technisches Wissen; Kultureller Unterschied; Collegestudent; Geschlechterkonflikt; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Ausland; Messdaten; Schülerverhalten; Sozialer Einfluss; Denkfähigkeit; Großbritannien; Türkei
Abstract	Purpose: Due to the distinctive characteristics of developed countries differentiating them from the developing countries, it is expected that there may be differences between developed and developing countries' levels of digital literacies. Considering the cultural differences and approach to the gender problem, it is important to see how these differences manifest themselves when genders are considered. Therefore, this study aimed to investigate comparatively the level of digital literacy of university students in three culturally different countries. Method: The study was based on descriptive survey research and consisted of 430 university students, studying on technological programs in three different countries: the first one was the United Kingdom (UK), a well-developed member of the European Union (EU), the second one was Malta, a less developed EU member, and the third one was the Republic of Turkey, a developing country and a candidate for EU membership. The data were collected through the Digital Literacy Scale. In the analysis of data, descriptive statistics and multivariate analysis of variance (MANOVA) test were used. Findings: The only difference in the findings is in the technical sub-dimension of digital literacy; male students' average scores for this sub-dimension are higher than that of female students across three countries. The findings also indicated significant differences in terms of cognitive and social-emotional sub-dimensions of digital literacy between countries. Accordingly, participants studying in Turkey had a lower score than participants studying in Malta in terms of cognitive sub-dimension and had a higher score than the UK participants in the social-emotional sub-dimension. Moreover, it was found that neither gender nor country had any significant effect on the sub-dimensions of digital literacy. Implications for Research and Practice: The findings of the study reveals that the participants from Turkey scored lower than other countries in the cognitive skills needed for digital literacy. This may well lead to a recommendation for improving digital literacy in different countries. (As Provided).
Anmerkungen	ANI Publishing Company. Kizilirmak Sokak 10/A Bakanliklar, Ankara, Turkey 06440. Tel: +90-312-425-8150; Fax: +90-312-425-8111; e-mail: aniyayincilik@aniyayincilik.com.tr; Web site: http://www.ejer.com.tr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01