How and Why Are Digital Badges Being Used in Higher Education in New Zealand?

Digital technologies, as mediators and facilitators of learning, are altering tertiary education; how and when it occurs, what it entails, who has access, and how capabilities and skills are acknowledged. Digital badges are one such technological tool. Created to acknowledge competency, skill or ach...

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Bibliographic Details
Published in:Australasian Journal of Educational Technology 2021-01, Vol.37 (3), p.104-118
Main Author: Hartnett, Maggie
Format: Article
Language:English
Subjects:
Achievement
Barriers
College Faculty
College Students
Foreign Countries
Higher education
National Surveys
Recognition (Achievement)
State Surveys
Student Motivation
Teacher Attitudes
Technology Uses in Education
Units of Study
Values
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Summary:Digital technologies, as mediators and facilitators of learning, are altering tertiary education; how and when it occurs, what it entails, who has access, and how capabilities and skills are acknowledged. Digital badges are one such technological tool. Created to acknowledge competency, skill or achievement they have been adopted for a variety of purposes including to motivate learners, recognise achievement and accredit learning. Internationally, the use of digital badges is growing; however, much of the existing literature addresses the potential of digital badges while there is a relative paucity of empirical research, particularly in the Australasian region. This research explored the use of digital badges within New Zealand's public higher education sector. Using a mixed methods approach (national survey of staff followed by interviews), results revealed over half of the institutions were using badges or planned to in the future. Identified benefits included displaying achievement, motivating learners and evidencing learning. Challenges were also noted, including faculty members' lack of knowledge about badges, inconsistent use and lack of formal regulation of badges. The findings suggest that badge use is at the early adoption stage and provide valuable insights from which to develop future practice.
ISSN:1449-5554
1449-3098
1449-5554
DOI:10.14742/ajet.6098