Abstract
Our public universities in Saudi Arabia have made considerable investments in digital hardware, on-site training, and online tutorials to improve the quality of e-learning. However, there is an observed gap among students between the expected and actual use of digital technology in their learning. To close that gap, this requires a conceptual evaluation model that illustrates technological actions students are involved in, the level of digital proficiency they are in, type of digital technology they use, and kind of support they need. This study used the Digital Competency Profiler to evaluate the digital competency of public university students in Saudi Arabia. Data on 94 students from a public university were collected using an online platform. Multiple procedures were used for instrument validation, data screening, and data analysis. Findings from the study suggest that the majority of public university students had high digital readiness for performing social and informational skills through smartphones. In addition, most of university students missed all skills in the epistemological competency and some technical skills. Finally, implications for practice, limitations for generalization, and directions for future research are presented.
Highlights
Nowadays, all public universities across Saudi Arabia are turning their students and faculty towards academic users of e-leaning systems
The current study utilized the Digital Competency Profiler (DCP) to evaluate the digital competency of public university students for the web-facilitated learning
Conclusions drawn from the study findings indicate that the public university students have high digital readiness for performing social and informational tasks through smartphones
Summary
All public universities across Saudi Arabia are turning their students and faculty towards academic users of e-leaning systems. The public universities offer e-learning for students in a variety of forms such as web-facilitated learning (Allen & Seaman, 2010); usually called web-dependent (OECD, 2005) or web-enhanced learning (Ko & Rossen, 2010), hybrid (Tabor, 2007) or blended learning (McGee & Reis, 2012), and distance (Kaplan & Haenlein, 2016) or online learning (Anderson, 2008). In the web-enhanced classes, digital technology is used to deliver course materials which enhance in-class sessions. The current study dealt with the web-facilitated learning since it is a common form of e-learning within the public universities in Saudi Arabia. In the web-facilitated classes, course materials are delivered to students via a Learning Management System (LMS), called Blackboard. Such materials include a course syllabus, homework assignments, lecture presentations, online discussion, and digital learning resources. The web-facilitated activities are utilized to reinforce in-class sessions
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