Abstract
<p class="apa">The purpose of this study was twofold, i.e. to examine the extent to which students’ self-reported use of digital technology constituted meaningful and interpretable dimensions of the digital citizenship construct, and to test the adequacy of the construct in terms of its reliability, convergent validity, discriminant validity, and measurement equivalence for male and female students. The sample consisted of 391 undergraduates from 15 institutions of higher education in Malaysia. The data were collected using a self-reported 17-item questionnaire measuring university students’ digital citizenship behaviours. The results of the study supported and extended the results of previous work on students’ behaviors when using digital technology. The study found evidence that students’ digital citizenship is a valid and reliable multidimensional construct, and the measurement is gender-invariant. The findings are useful in making evidence-informed decisions in choosing and developing instructional interventions to produce ethical and responsible technology users, and in informing future research in the area.</p>
Highlights
1.1 Digital CitizenshipDigital citizenship refers to “the norms of [acceptable] behavior with regard to technology use” (ISTE, 2011, p. 2)
According to a 2012 survey involving 500 higher education students, 73% could not study without digital technology; 91% used email to communicate with professors; 74% used digital content; 72% utilized learning management systems; 70% took lecture notes using digital pens and tablets; 65% used digital devices to create class presentations; 55% made use of smart phones; and 53% recorded their lectures (CourseSmart, 2011)
The results suggest that the measurement model of digital citizenship did generate the covariance matrix, in that it was consistent with the data
Summary
1.1 Digital CitizenshipDigital citizenship refers to “the norms of [acceptable] behavior with regard to technology use” (ISTE, 2011, p. 2). It is a rising concern among educators as digital technology and the Internet pervade every aspect of students’ lives. Recent research shows that students are becoming increasingly reliant on digital gadgets and Web-based applications for learning and communicating. According to a 2012 survey involving 500 higher education students, 73% could not study without digital technology; 91% used email to communicate with professors; 74% used digital content; 72% utilized learning management systems; 70% took lecture notes using digital pens and tablets; 65% used digital devices to create class presentations; 55% made use of smart phones; and 53% recorded their lectures (CourseSmart, 2011). Henderson, Selwyn, Finger and Aston (2015) aptly summarize that digital devices and applications are central to the ways in which students experience their lives and studies at the university A majority were reported to use social media (e.g. Facebook, Twitter and Instagram) on a daily basis (Gosper, Malfroy, McKenzie, & Rankine, 2011). Henderson, Selwyn, Finger and Aston (2015) aptly summarize that digital devices and applications are central to the ways in which students experience their lives and studies at the university
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