Supporting Digitally Enhanced Learning through Measurement in Higher Education: Development and Validation of a University Students' Digital Competence Scale

Autor/inn/en	Wang, Xinghua; Wang, Zhuo; Wang, Qiyun; Chen, Wenli; Pi, Zhongling
Titel	Supporting Digitally Enhanced Learning through Measurement in Higher Education: Development and Validation of a University Students' Digital Competence Scale
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 4, S.1063-1076 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Xinghua) ORCID (Wang, Zhuo) ORCID (Chen, Wenli) ORCID (Pi, Zhongling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12546
Schlagwörter	Electronic Learning; Technological Literacy; College Students; Measures (Individuals); Psychometrics; Predictive Validity; Robustness (Statistics); Factor Analysis; Item Response Theory; Test Reliability + Suchen Sie Ihr Suchwort? Technisches Wissen; Collegestudent; Messdaten; Psychometry; Psychometrie; Widerstandsfähigkeit; Faktorenanalyse; Item-Response-Theorie; Testreliabilität
Abstract	Digital competence is critical for university students to adapt to and benefit from digitally enhanced learning. Prior studies on its measurement mostly focus on educators and relied on factor analyses. However, there is a lack of valid and convenient tools to measure university students' digital competence. This study aimed to develop a digital competence scale for university students (DC-US) in digitally enhanced learning with robust psychometric properties. An initial DC-US with 23 items was proposed to measure the single latent trait of digital competence. It was validated and refined continuously through a pilot study, a main study and a predictive validity study in three datasets involving 825 participants altogether, using factor analyses, Rasch analyses and the partial least squares modelling. The final DC-US turned out to comprise two subscales: technical literacy and digital skills, with 10 items retained, and manifested high internal consistency, unidimensionality and measurement invariance. The scale also demonstrated strong predictive validity, with technical literacy greatly predicting digital skills, which negatively predicted technostress. The DC-US enables instructors and school administrators to conveniently obtain preliminary information of university students' digital competence, informing their digital class preparation and development of timely interventions for addressing digital deficiencies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01