Collaborative Digital Literacy Practices among Adult Learners: Levels of Confidence and Perceptions of Importance

Autor/in	Sharp, Laurie A.
Titel	Collaborative Digital Literacy Practices among Adult Learners: Levels of Confidence and Perceptions of Importance
Quelle	In: International Journal of Instruction, 11 (2018) 1, S.153-166 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Statistical Analysis; Pretests Posttests; Adult Students; Online Courses; Masters Degrees; Graduate Students; Learning Experience; Adult Learning; Instructional Design; Adult Educators; Technology Uses in Education; Technological Literacy; Student Attitudes; Cooperative Learning + Suchen Sie Ihr Suchwort? Statistische Analyse; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Online course; Online-Kurs; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lernerfahrung; Adulte education; Adult training; Erwachsenenbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Schülerverhalten; Kooperatives Lernen
Abstract	Technology has transformed learning at the postsecondary level and significantly increased the prevalence of digital learning environments. As adult educators approach instructional design, they must consider how to apply research-based practices that preserve the quality of instruction and provide adult learners with technology-based instruction that is relevant. One approach, the use of collaborative digital literacy practices, has been highlighted as a highly effective method. The current study explored perceived levels of confidence and importance with collaborative digital literacy practices among adult learners (n = 51) in digital learning environments by applying a quantitative pre-post test design. Data were analysed descriptively (i.e., frequency counts for experiences with five collaborative digital literacy practices) and inferentially (i.e., mean comparisons for perceived levels of confidence and importance were made with paired sample ttest statistical analyses). Findings revealed five statistically significant findings related to participants' perceived levels of confidence with collaborative digital literacy practices, and four statistically significant findings were reported for participants' perceived levels of importance. Implications associated with these finding were discussed, along with limitations and recommendations for future studies in this area. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01