Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning

Collaborative-constructivist online learning appears well aligned with Ukraine's post-revolutionary aspirations for globalised and transformed higher education. This study explores digital competencies of students and professors at Kyiv National Economic University, Ukraine, to probe readiness...

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Bibliographic Details
Published in:Technology, pedagogy and education pedagogy and education, 2018-05, Vol.27 (3), p.279-296
Main Authors: Blayone, Todd J. B., Mykhailenko, Olena, vanOostveen, Roland, Grebeshkov, Oleksiy, Hrebeshkova, Olena, Vostryakov, Oleksandr
Format: Article
Language:English
Subjects:
Collaborative learning
College Faculty
College Students
Computer Literacy
Cooperative Learning
Digital competence
Digital technology
Distance learning
educational transformation
Electronic Learning
Foreign Countries
fully online learning
Higher education
Information Skills
Internet
Interpersonal Competence
Learning
Readiness
Teachers
Teaching
Ukraine
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Summary:Collaborative-constructivist online learning appears well aligned with Ukraine's post-revolutionary aspirations for globalised and transformed higher education. This study explores digital competencies of students and professors at Kyiv National Economic University, Ukraine, to probe readiness for fully online collaborative learning. The General Technology Competency and Use profile tool was completed by 244 participants to measure digital experience and confidence across four categories of human-computer activity. To assess readiness, reported levels of competencies were related to the three dimensions of successful collaborative learning described by the Community of Inquiry model. Despite some key differences between students and teachers, general findings include moderate-to-low levels of self-reported technical, social and informational competency, accompanied by consistently low levels of epistemological competency. These findings suggest that neither students nor teachers are adequately prepared for achieving high levels of social, cognitive and teaching presence in a fully online learning environment. It is recommended that digital-competency development become an educational priority.
ISSN:1475-939X
1747-5139
DOI:10.1080/1475939X.2017.1391871