STUDENTS' DIGITAL COMPETENCIES, RELATED ATTITUDES AND SELF DIRECTED LEARNING

Digital native students are a challenge for some teachers. In Romanian educational context, not all teachers allow students to use the technology freely and independently in order to handle learning tasks. This study aims to investigate the correlations between students’ self-perceived digital competencies, relevant related attitudes and their level of self-direction in learning, alongside with their perception of how teachers relate to the use of technology for the educational process (teaching & learning). For this study, we used a cross-sectional design, with data collection in multiple sequences, from a non-randomized sample of 200 undergraduate students, distributed into 2 groups (technical and non-technical specializations), with no intended intervention. The methods used in collecting data were online survey (using questionnaires) and focus-group interviews. The results indicate that students’ level of self-directed learning correlates with the frequency of using digital tools for learning. Furthermore, students that are prone to a high frequency and more complex usage of technology due to their specialization, are more likely to report a more favorable attitude towards digitalized learning than students majoring in social sciences. Also, the more self-directed the students are in their learning, the higher they score on their self-efficiency level. The results show that the higher the level of self-efficiency is, the better their level of self-perceived digital competencies is. We also observed that their level of self-perceived digital competencies could be associated with their self-efficiency level. Moreover, seems like a higher level of learning satisfaction appears in students whose teachers allow them to decide independently about the frequency and modality of technology usage in their learning.

数字原住民学生对部分教师而言是一项教学挑战。在罗马尼亚教育语境下，并非所有教师都会允许学生自由且自主地运用技术完成学习任务。本研究旨在探究学生自我感知数字素养（self-perceived digital competencies）、相关态度与学习自主导向（self-direction in learning）水平之间的相关性，同时分析学生对教师在教育过程（教与学，teaching & learning）中技术应用方式的认知情况。本研究采用横断面研究设计，分多阶段开展数据采集，样本为200名非随机选取的本科生，按专业分为技术类与非技术类两个组别，未设置预设干预措施。本研究的数据采集方法包括线上问卷调查与焦点小组访谈。研究结果显示，学生的学习自主导向水平与其学习用数字工具的使用频率呈显著相关。此外，因专业属性需高频且复杂使用技术的学生，相较于社科专业学生，更易表现出对数字化学习的积极态度。同时，学生的学习自主导向程度越高，其自我效能感得分也越高。研究结果表明，学生的自我效能感水平越高，其自我感知数字素养水平也越高。本研究还发现，学生的自我感知数字素养水平与自我效能感水平存在关联。进一步而言，若教师允许学生自主决定学习中技术使用的频率与方式，其所在班级学生的学习满意度往往更高。

搜集汇总

背景与挑战

背景概述

该数据集基于罗马尼亚教育环境，通过横断面设计和在线调查、焦点小组访谈方法，收集了200名本科生（分为技术和非技术专业）的数据，旨在探究学生自我感知的数字能力、相关态度、自主学习水平与教师对技术使用态度的相关性。研究发现，自主学习水平与数字工具使用频率正相关，技术专业学生更倾向于积极看待数字化学习，且自主学习能力强的学生自我效能感和自我感知数字能力更高，同时教师允许学生自主决定技术使用能提升学习满意度。数据集特点包括聚焦教育技术应用、结合定量与定性方法，并揭示了专业背景和教师支持对数字学习体验的影响。