Evaluating a University-Wide Digital Skills Programme

Understanding the Student Journey

Bibliographic Data

ID22048018
AuthorsNabila A S Raji (King's College London), Eleanor J Dommett (0000-0002-6973-8762, King's College London, corresponding author)
Year2024
Volume14
Issue12
Pages1295
Publication date2024-11-26
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14121295
OpenAlexW4404715636
LanguageEN
Citations received1
References cited48

Digital competencies are critical to success in higher education, and yet these skills are often not explicitly taught to students. We have previously designed and evaluated a university-wide digital skills programme using quantitative methods. In the current study, we aim to better understand the student experience of this programme by conducting semi-structured interviews with those completing the programme. Twelve students were interviewed, and data were thematically analysed to reveal five themes. Firstly, students defined digital competencies in line with tridimensional models but also noted that these competencies were deployed in a goal-directed fashion. Secondly, prior learning was explored, with some students noting they had received training as part of specific qualifications at school but many relying on self and peer-teaching. This fed into the third theme, which related to motivations for training in which students noted the appeal of a comprehensive programme with certification on completion but also a need to address their lack of skills or confidence and maximise their university experience. The fourth theme revealed that the student learning journey through the programme varied considerably. Online learning was perceived as having strengths and weaknesses and whilst the diversity of resources was welcomed, pacing was mixed. Finally, the data demonstrated training was impactful, both in terms of teaching and learning and the wider student experience, allowing students to be more digitally aware and proficient in all areas of digital competency. The findings of the current study indicate that there is value in offering university-wide digital skills training

Higher education · Mathematics education · Multimedia · Pedagogy · Computer Science · Digital literacy in education · Gender and Technology in Education · Online and Blended Learning · Psychology

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