Abstract
OECD has established that adults should have the necessary skills and competencies to solve problems and perform complex tasks in “technology-rich environments”. This would mean considering not only basic competencies, but also higher-order skills needed to use information, evaluate information critically, and use it to solve problems. A key concept in the present proposal is related to Digital Competence (hereafter DC). Ferrari et al. Define DC as the: “the set of knowledge, skills, attitudes, abilities, strategies and awareness that is required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; behave in an ethical and responsible way; collaborate; create and share content and knowledge for work, leisure, participation, learning, socializing, empowerment and consumerism” [4]. The general objective of this research was to analyze the characteristics of the DCs of students pursuing engineering and related careers in a private institution of VET, recognizing barriers and facilitators that intervene in the development of DCs. The results obtained are an approximation to DC and the perceptions of Chilean students from a VET institution of it. They allow the authors also, to identify various aspects of the online learning experience in the context of the global pandemic and new needs to be corrected by teachers and university authorities in the design and implementation of OL in VET context.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
OCDE: The Definition and Selection of Key Competencies. Executive Summary – OECD (2005). https://www.oecd.org/pisa/35070367.pdf. Accessed 18 Feb 2022
Gormaz-Lobos, D., Galarce-Miranda, C., Hortsch, H., Kersten, S.: Engineering pedagogy in chilean context: some results from the PEDING-project. In: Auer, M.E., Hortsch, H., Sethakul, P. (eds.) ICL 2019. AISC, vol. 1135, pp. 101–114. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-40271-6_11
OCDE: Skills matter: additional results from the survey of adult skills, OECD Skills Studies. OECD Publishing, Paris (2019). https://doi.org/10.1787/1f029d8f-en. Accessed 18 Feb 2022
Ferrari, A., Punie, Y., Redecker, C.: Understanding digital competence in the 21st century: an analysis of current frameworks. In: Ravenscroft, A., Lindstaedt, S., Kloos, C.D., Hernández-Leo, D. (eds.) EC-TEL 2012. LNCS, vol. 7563, pp. 79–92. Springer, Heidelberg (2012). https://doi.org/10.1007/978-3-642-33263-0_7
Ferrari, A.: DIGCOMP: a framework for developing and understanding digital competence in Europe. In: Punie, Y., Brecko, B.N. (eds.) JRC Scientific and Policy Reports. Publications Office of the European Union, Luxembourg (2013). https://doi.org/10.2788/52966
Gormaz-Lobos, D., Galarce-Miranda, C., Hortsch, H., Kersten, S., Rojas-Valdés, P., Vargas-Almonacid, C.: Specializing the teacher training on a Chilean university and vocational school: the case of INACAP. In: Auer, M.E., Rüütmann, T. (eds.) ICL 2020. AISC, vol. 1329, pp. 383–395. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-68201-9_38
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., Duckworth, D.: Preparing for Life in a Digital World. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-38781-5. Accessed 16 Feb 2022
Vuorikari, R., Punie, Y., Carretero Gomez, S., Van den Brande, G.: DigComp 2.0: the digital competence framework for citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg Publication Office of the European Union (2016)
van Laar, E., van Alexander, J., Deursen, J.A.G.M., van Dijk, J., de Haan, J.: The relation between 21st-century skills and digital skills: a systematic literature review. Comput. Human Behav. 72, 577–588 (2017)
Kaarakainen, M.-T., Kivinen, O., Vainio, T.: Performance-based testing for ICT skills assessing: a case study of students and teachers’ ICT skills in Finnish schools. Univ. Access Inf. Soc. 17, 1–12 (2017). https://doi.org/10.1007/s10209-017-0553-9
Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., Taajamo, M.: Understanding teaching professionals’ digital competence: what do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Comput. Human Behav. (2021). https://doi.org/10.1016/j.chb.2020.106672
Claro, M., et al.: Teaching in a Digital Environment (TIDE): defining and measuring teachers’ capacity to develop students’ digital information and communication skills. Comput. Educ. 121, 162–174 (2018)
Claro, M., Preiss, D., San Martín, E., Jara, I., Hinostroza, J., Valenzuela, S., Cortes, F., Nussbaum, M.: Assessment of 21st century ICT skills in Chile: test design and results from high school level students. Comput. Educ. 59(3), 1042–1053 (2012). https://doi.org/10.1016/j.compedu.2012.04.004
Davis, F.D.: Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Q. 13(3), 319–340 (1989). https://doi.org/10.2307/249008
Cabero Almenara, J., Marín-Díaz, V., Sampedro-Requena, B.E.: Aceptación del Modelo Tecnológico en la enseñanza superior. Revista de Investigación Educativa 36(2), 435–453 (2018)
Peral-Peral, B., Arenas, J., Ramón-Jerónimo, M.A.: Technology Acceptance Model y mayores: ¿la educación y la actividad laboral desarrollada son variables moderadoras? Revista Española de Investigación en Marketing ESIC 18(1), 43–56 (2014)
Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.D.: User acceptance of information technology: toward a unified view. MIS Q. 27(3), 425–478 (2003)
Venkatesh, V., Thong, J.Y., Xu, X.: Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS Q. 36(1), 157–178 (2012)
Watts, L.: Synchronous and asynchronous communication in distance learning: a review of the literature. Q. Rev. Dist. Educ. 17(1), 23–32 (2016)
Bozkurt, A., Sharma, R.C.: Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian J. Dist. Educ. 15(1), i–vi (2020)
Hodges C., Moore S., Lockee B., Trust T., Bond, A.: The difference between emergency remote teaching and online learning. Educause Review (2020). https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. Accessed 16 Feb 2022
Galarce-Miranda, C., Gormaz-Lobos, D., Hortsch, H.: An analysis of students’ perceptions of the educational use of ICTs and educational technologies during the online learning. Int. J. Eng. Pedagogy (iJEP) 12(2), 62–74 (2022). https://doi.org/10.3991/ijep.v12i2.29949
Ertmer, P.A.: Addressing first- and second-order barriers to change: strategies for technology integration. Education Tech. Res. Dev. 47(4), 47–61 (1999)
Thompson, K.M., Copeland, C.A.: Inclusive considerations for optimal online learning in times of disasters and crises. Information and Learning Sciences, Special Issue: A Response to Emergency Transitions to Remote Online Education in K-12 and Higher Education (2020)
Bürkardt, D., Kohler, H., Kreuzkamp, N., Schmid, J.: Perspectives from four European countries and regions. Nomos, Baden-Baden (2019)
Geraldo, P.: El rol de la enseñanza media técnico profesional en la reproducción de la desigualdad educativa. Un estudio cuasi-experimental basado en el modelo de efectos primarios y secundarios del origen social. Tesis de magíster. Universidad Católica de Chile, Santiago de Chile (2015)
Wild, S., Schulze Heuling, L.: How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany? Empirical Res. Vocat. Educ. Train. 12(1), 1–18 (2020). https://doi.org/10.1186/s40461-020-00091-y
Gormaz-Lobos, D., Galarce-Miranda, C., Hortsch, H., Vargas-Almonacid, C.: Teacher training’s needs in university context: a case study of a Chilean university of applied sciences. Int. J. Emerg. Technol. Learn. 16(9), 119–132 (2021)
Santander, W., Schalk, A.: Leyes, Normas y Reglamentos que regulan la educación superior a distancia y en línea en Chile. In: Padilla, Á. et al. (ed.) Leyes, Normas y Reglamentos que regulan la Educación Superior a Distancia y en Línea en América Latina y el Caribe. CALED, Ecuador, Universidad Técnica Particular de Loja (2011)
Araya-Castillo, L., Jiménez Bucarey, C.G., Barrientos Oradini, N., Flores, Y., Yáñez Jara, V., Contreras Barraza, N.: Importancia de la calidad de servicio en la Educación superior a distancia. Arandu UTIC, 7(2) (2021)
Galarce-Miranda, C., Gormaz-Lobos, D., Hortsch, H., Kersten, S.: Design and implementation of the international center of engineering education at the University of Talca (Chile) under IGIP and the Dresden school of engineering pedagogy tradition. In: Auer, M.E., Rüütmann, T. (eds.) ICL 2020. AISC, vol. 1329, pp. 11–23. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-68201-9_2
Baeza, R., Ocaña, C.: Desconexión y brecha digital en Chile durante la epidemia Covid-19. Colegio de Ingenieros de Chile (2020). http://doc.ingenieros.cl/Mailing-brecha_digital.pdf. Accessed 26 Feb 2022
Parkes, M., Stein, S., Reading, C.: Student preparedness for university e-learning environments. Internet High. Educ. 2015(25), 1–10 (2015)
Hussein, E., Daoud, S., Alrabaiah, U., Badawi, R.: Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: a case from the UAE. Child. Youth Serv. Rev. 119 (2020)
Smith, P.J.: Learning preferences and readiness for online learning. Educ. Psychol. 25(1), 3–12 (2005)
Blankenship, R., Atkinson, J.K.: Undergraduate student online learning readiness. Int. J. Educ. Res. 5(2), 44–54 (2010)
Hung, M.L., Chou, C., Chen, C.H., Own, Z.Y.: Learner readiness for online learning: scale development and student perceptions. Comput. Educ. 55(3), 1080–1090 (2010)
Gormaz-Lobos, D., Galarce-Miranda, C., Hortsch, H., Kersten, S.: The needs-oriented approach of the Dresden school of engineering pedagogy and education. In: Auer, M.E., Hortsch, H., Sethakul, P. (eds.) ICL 2019. AISC, vol. 1134, pp. 589–600. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-40274-7_56
Kapasia, N., et al.: Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Child. Youth Serv. Rev. 116 (2020)
Cohen, L., Manion, L., Morrison, K.: Research Methods in Education, 8th edn. Routledge, Abingdon (2017)
Hernández, R., Fernández, C., Baptista, P.: Metodología de la investigación. 6ª. ed. McGraw Hill Interamericana, México (2014)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Galarce-Miranda, C., Gormaz-Lobos, D., Kersten, S., Köhler, T. (2023). An Analysis of Barriers and Facilitators for the Development of Digital Competencies of Engineering Students. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_28
Download citation
DOI: https://doi.org/10.1007/978-3-031-26876-2_28
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-26875-5
Online ISBN: 978-3-031-26876-2
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)