Searching for a Shared Understanding of Digital Confidence in a Tertiary Context: A Scoping Review
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| Title: | Searching for a Shared Understanding of Digital Confidence in a Tertiary Context: A Scoping Review |
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| Language: | English |
| Authors: | Rachel Bancroft, Rachel Challen, Rosemary Pearce |
| Source: | Journal of Learning Development in Higher Education. 2024 (30). |
| Availability: | Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Digital Literacy, Self Efficacy, College Faculty, College Students, Computer Uses in Education, Influence of Technology, Computer Attitudes, Teacher Competencies, Teacher Student Relationship |
| ISSN: | 1759-667X |
| Abstract: | Digital confidence has been increasingly cited as key for staff and student development in tertiary education, often alongside concepts of digital competence or digital capabilities. In the past three years it has formed part of the discussion in our sector (higher education) around adapting to this time of rapid change, especially during the period of COVID-19 emergency learning and teaching moved online. While digital confidence has long been a focus of our learning technology staff support team, we noticed through discussion with peers and previous reading and research, that our understanding of what digital confidence is and how it develops sometimes differed from the way in which it was represented in the journals and grey literature that we were initially reading. This prompted our scoping review of the literature, exploring whether there is a shared understanding of digital confidence in the tertiary sector and how its relationship to digital competence and similar concepts is understood. The review also discusses implications for organisational digital transformation strategies, student employability, and the wellbeing of students and staff, as well as noting the important role learning developers could play in supporting the development of digital confidence. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431468 |
| Database: | ERIC |
| Abstract: | Digital confidence has been increasingly cited as key for staff and student development in tertiary education, often alongside concepts of digital competence or digital capabilities. In the past three years it has formed part of the discussion in our sector (higher education) around adapting to this time of rapid change, especially during the period of COVID-19 emergency learning and teaching moved online. While digital confidence has long been a focus of our learning technology staff support team, we noticed through discussion with peers and previous reading and research, that our understanding of what digital confidence is and how it develops sometimes differed from the way in which it was represented in the journals and grey literature that we were initially reading. This prompted our scoping review of the literature, exploring whether there is a shared understanding of digital confidence in the tertiary sector and how its relationship to digital competence and similar concepts is understood. The review also discusses implications for organisational digital transformation strategies, student employability, and the wellbeing of students and staff, as well as noting the important role learning developers could play in supporting the development of digital confidence. |
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| ISSN: | 1759-667X |
