Literaturnachweis - Detailanzeige
| Autor/in | Richards-Mealy, Leasa |
|---|---|
| Titel | A Quantitative Study to Analyze New Student Digital Literacy Knowledge and Skills at a Four-Year Institution |
| Quelle | (2018), (151 Seiten)
PDF als Volltext D.B.A. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4385-0085-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Media Literacy; College Faculty; Generational Differences; Required Courses; Decision Making; Knowledge Level; Academic Achievement; Educational Planning; College Students; Technological Literacy; Nontraditional Students; Technology Education |
| Abstract | Institutions of higher education are in the business of educating students, and many institutions require students to demonstrate that they have acquired a certain level of digital literacy knowledge and skills by passing an introductory computer class. Recently, discussions concerning whether the current "digital natives" already possess adequate digital literacy knowledge and skills have started the administrators at institutions questioning whether students should be required to pass an introductory computer course. However, the administrators must consider that many of their new students are non-traditional students who are not "digital natives." This group of non-traditional students consists of Generation X and Generation Y students who may not have acquired digital literacy knowledge and skills, which could influence their ability to be successful in their college experience and their careers. Therefore, the problem addressed by this study was whether institutions of higher education should continue to require an introductory computer course for all students. Before making changes to the computer course requirement, administrations need to know whether digital literacy knowledge and skills exist among new college students, and if so, whether it was relative to the different generations of technology users. To assess this problem, a study was conducted to evaluate the level of digital literacy knowledge and skills that new students have when beginning their college experience. The purpose of the quasi-experimental, cross-sectional quantitative study was to conduct research to evaluate the performance of new students from multiple generations of technology users on a survey focused on digital literacy knowledge and skills. A quantitative analysis was conducted to evaluate whether there are statistical differences between the variables representing the performances among the different generations of technology users on five topics of digital literacy knowledge and skills. Since the findings for this study failed to reject all the null hypotheses, then college administrators may want to conduct similar studies to provide evidence that new college students have the appropriate level of digital literacy knowledge and skills before deciding to remove the requirement of an introductory computer course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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