Student experiences and perceptions of digital literacy skills development: engaging learners by design?

Hall, Marion, Nix, Ingrid ORCID logoORCID: and Baker, Kirsty (2013) Student experiences and perceptions of digital literacy skills development: engaging learners by design? Electronic Journal of e-Learning, 11 (3) . pp. 207-225. ISSN 1479-4403 [Article]

PDF - Published version (with publisher's formatting)
Available under License Creative Commons Attribution-NoDerivatives 4.0.

Download (1MB) | Preview


In the current digital environment, it is vital for learners to develop digital literacy skills. The UK?s Quality Assurance Agency for Higher Education (HE) requires graduates to demonstrate digital literacy. Employers consider these skills essential. With the high cost of HE in the UK, learners themselves also expect university courses to demonstrate relevance to the workplace. Nevertheless, some learners may not fully engage in digital literacy skills development, instead concentrating on the subject-specific content of their modules. The Faculty of Health & Social Care (FH&SC) at the UK?s Open University uses different approaches to digital literacy skills development, based on skills resources that are either ?generic? (usable by any FH&SC module) or module specific. By exploring student experiences of digital literacy skills development, we aim to understand what motivates learners to engage with the skills content of their module. We collected data from online questionnaires and interviews involving learners from three modules and present findings from an analysis of the quantitative questionnaire data, supported by qualitative interview data, where relevant. We look at learner perceptions and engagement in relation to the demographic factors gender, age, previous education, disability and financial status and whether these factors influence individual learner preferences for learning design, such as use of generic resources versus contextualisation of skills activities within the module. We aim to identify good practice in learning design and what demographic factors need to be considered to support individual learners appropriately, and so optimise engagement.

Item Type: Article
Keywords (uncontrolled): e-learning; digital literacy; skills; information literacy; ICT; IT; information; communication; technology; learning design; demographic factors; health; social care; using ICT; developing ICT; health and social care; undergraduate; higher education
Research Areas: A. > School of Science and Technology > Design Engineering and Mathematics
Item ID: 34212
Notes on copyright: ©ACPIL
Open Access Publishing: The Electronic Journal of e-Learning operates an Open Access Policy. This means that users can read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, is that authors control the integrity of their work, which should be properly acknowledged and cited.
Creative Commons License: This Journal is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Useful Links:
Depositing User: Ingrid Nix
Date Deposited: 26 Nov 2021 18:44
Last Modified: 26 Nov 2021 18:45

Actions (login required)

View Item View Item


Activity Overview
6 month trend
6 month trend

Additional statistics are available via IRStats2.