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EFFECT OF FORMAL AND NON-FORMAL MODES OF EDUCATION ON UNIVERSITY STUDENTS’ DIGITAL LITERACY SKILLS AND SELF-REGULATED LEARNING SKILLS
Corresponding Author(s) : Zeema Salim
Humanities & Social Sciences Reviews,
Vol. 9 No. 1 (2021): January
Abstract
Purpose of the study: The primary purpose of this study is to investigate the effect of formal and non-formal modes of education on students' digital literacy skills and self-regulated learning skills. In addition, to examine and compare these skills in students regarding discipline of their study.
Methodology: Causal comparative research was used for obtaining purposes, as mentioned earlier. Furthermore, two research instruments, DLS (Digital Literacy Scale) by Wardhani et al. (2019) and SSRL (Self-regulated Learning Skills) by Erdogan (2016), are used to collect data. MANOVA and descriptive statistics were used to analyze data.
Main Findings: According to the objectives as mentioned above, the results extracted from findings revealed that formal and non-formal modes of education have a significant effect on students’ digital literacy and self-regulated learning skills. Moreover, non-formal students tend to have higher digital literacy skills and self-regulated learning skills, particularly in the natural and computer sciences disciplines.
Applications of the study: This study holds significance in assessing digital literacy and self-regulated expertise in both formal and non-formal education. It offers valuable insights to educators, policymakers, and curriculum designers. Furthermore, it supports the integration of self-regulated learning strategies and digital literacy into the curriculum, contributing to the development of self-regulated and digitally literate individuals. Additionally, this research aids in enhancing already established knowledge and the body of literature.
Novelty/Originality of the study: Numerous studies have been conducted to examine the relationship between digital literacy and self-regulated learning skills discussed in the introduction section. However, this study is unique in investigating how formal and non-formal education cause an effect on self-regulated learning and digital literacy. It also compares these effects across disciplines in university settings, discerning students' preferred learning modes.
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- Аbrosimova, G. A. (2020). Digital Literacy and Digital Skills in University Study. International Journal of Higher Education, 9(8), 52. https://doi.org/10.5430/ijhe.v9n8p52
- Alexander, D. H. (2017). Handbook of Self-Regulation of Learning and Performance. New York: Routledge.
- Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25(4), 2393-2414. http://doi.org/10.1007/s10639-020-10201-8
- Balk, Y. A., & Englert, C. (2020). Recovery self-regulation in sport: Theory, research, and practice. International Journal of Sports Science & Coaching, 15(2), 273-281. https://doi.org/10.1177/1747954119897528
- Bibina, C. B., & Humayoon Kabir, S. (2019). Digital literacy among research scholars of social science and arts faculties in university of kerala : a comparative study, 22(1).
- Chelghoum, A. (2017). Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology. American Journal of Applied Psychology, 6(5), 123. https://doi.org/10.11648/j.ajap.20170605.17
- Churchill, N. (2020). Development of students’ digital literacy skills through digital storytelling with mobile devices. Educational Media International, 1–14. https://doi.org/10.1080/09523987.2020.1833680
- de la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020). Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00022
- Erdogan, T., & Senemoglu, N. (2016). Development and validation of a scale on self-regulation in learning (SSRL). SpringerPlus, 5(1), 1-13.
- Erwin, K. (2020). The Relationship Between Digital Literacy Skills Instruction and increased skills profeciency. Walden Dissertations and Doctoral Studies Collection.
- Hooshyar, D., Pedaste, M., Saks, K., Leijen, Ä., Bardone, E., & Wang, M. (2020). Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Computers & Education, 154, 103878. https://doi.org/10.1016/j.compedu.2020.103878
- Howard, J. L., Gagné, M., & Bureau, J. S. (2017). Testing a continuum structure of self-determined motivation: A meta-analysis. Psychological Bulletin, 143(12), 1346–1377. https://doi.org/10.1037/bul0000125
- Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick- scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6–30
- Jabeen, S., Kalsoom, T., & Aziz, F. (2019). Relationship between Relational Aggression and Interpersonal Problems among Adolescents. Ilkogretim Online, 18(4), 2228-2233. doi: 10.17051/ilkonline.2019.641217
- Jabeen, S., Kalsoom, T., & Khanam, A. (2020). Cooperative learning instructional method: influence on secondary school students’academic performance in physics. International Journal of Management, 11(08).
- Jabeen, S., Khalid, M., & Kalsoom, T. (2020). Relationship between Parental Involvement, Students’ Performance Goal Orientation and Academic Achievement at Elementary Level. Sjesr, 3(2), 329–337.
- Martin, A., Madigan, D. J., & Raferty, R. F. (2018). Digital literacy and digital affordances: An ecological framework. Educational Technology Research and Development, 66(5), 1149-1166.
- McGuinness, C., & Fulton, C. (2019). Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning. Journal of Information Technology Education: Innovations in Practice, 18, 001-028.
- Nand, R., & Sharma, A. (2019, June 1). Meta-heuristic approaches to tackle Skill Based Group allocation of Students in Project Based Learning Courses. IEEE Xplore. https://doi.org/10.1109/CEC.2019.8789987
- Perera, M., Gardner, L., & Peiris, A. (2016). Investigating the Interrelationship between Undergraduates’ Digital Literacy and Self- Regulated Learning Skills Research-in-Progress (p. 1).
- Perera Muthupoltotage, U., & Gardner, L. (2018). Analysing the Relationships Between Digital Literacy and Self-Regulated Learning of Undergraduates—A Preliminary Investigation. Lecture Notes in Information Systems and Organisation, 1–16. https://doi.org/10.1007/978-3-319-74817-7_1
- Rayendra, Rayendra & Abdulhak, Ishak & rusman,. (2020). Assessment of Digital Literacy Competence for Non-Formal Education Study Program Students.
- Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital Literacy. International Journal of Technoethics, 11(2), 65–94. https://doi.org/10.4018/ijt.20200701.oa1
- Santos, A. I., & Serpa, S. (2017). The Importance of Promoting Digital Literacy in Higher Education. International Journal of Social Science Studies, 5(6), 90. https://doi.org/10.11114/ijsss.v5i6.2330
- Sarfraz, R., Jabeen, S., Sajid, M. A., & Ali, M. S. Z. (2020). Identification of the Educational Problems at Higher Secondary Schools of Lahore. Review of Education, Administration & Law, 3(3), 403-410.
- Saxby, D. (2018). Introducing digital skills by collaboration: A new strategy to develop vital digital literacy skills. School Librarian, 66(1), 9-11.
- Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 0(0). https://doi.org/10.1080/2331186x.2018.1519143
- Ullah, M., Alam, W., Khan,Y., Joseph,V., Farooq,M.S., Noreen,S. (2022). Role of Leadership in Enhancing Employees Performance: A Case Of Board of Intermediate and Secondary Education, Peshawar. Journal of Contemporary Issues in Business and Government, 28(1), 183-193.
- Vosniadou, S. (2020). Bridging secondary and higher education. The importance of self-regulated learning. European Review, 28(S1), S94-S103.
- Wardhani, D., Hesti, S., & Dwityas, N. A. (2019). Digital Literacy: A Survey Level Digital Literacy Competence among University Students in Jakarta. International Journal of English Literature and Social Sciences, 4(4), 1131–1138. https://doi.org/10.22161/ijels.4434
- Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0076-8
- Yu, L., Chen, S., & Recker, M. (2021). Structural relationships between self-regulated learning, teachers’ credibility, information and communications technology literacy and academic performance in blended learning. Australasian Journal of Educational Technology, 46–63. https://doi.org/10.14742/ajet.5783
References
Аbrosimova, G. A. (2020). Digital Literacy and Digital Skills in University Study. International Journal of Higher Education, 9(8), 52. https://doi.org/10.5430/ijhe.v9n8p52
Alexander, D. H. (2017). Handbook of Self-Regulation of Learning and Performance. New York: Routledge.
Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25(4), 2393-2414. http://doi.org/10.1007/s10639-020-10201-8
Balk, Y. A., & Englert, C. (2020). Recovery self-regulation in sport: Theory, research, and practice. International Journal of Sports Science & Coaching, 15(2), 273-281. https://doi.org/10.1177/1747954119897528
Bibina, C. B., & Humayoon Kabir, S. (2019). Digital literacy among research scholars of social science and arts faculties in university of kerala : a comparative study, 22(1).
Chelghoum, A. (2017). Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology. American Journal of Applied Psychology, 6(5), 123. https://doi.org/10.11648/j.ajap.20170605.17
Churchill, N. (2020). Development of students’ digital literacy skills through digital storytelling with mobile devices. Educational Media International, 1–14. https://doi.org/10.1080/09523987.2020.1833680
de la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020). Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00022
Erdogan, T., & Senemoglu, N. (2016). Development and validation of a scale on self-regulation in learning (SSRL). SpringerPlus, 5(1), 1-13.
Erwin, K. (2020). The Relationship Between Digital Literacy Skills Instruction and increased skills profeciency. Walden Dissertations and Doctoral Studies Collection.
Hooshyar, D., Pedaste, M., Saks, K., Leijen, Ä., Bardone, E., & Wang, M. (2020). Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Computers & Education, 154, 103878. https://doi.org/10.1016/j.compedu.2020.103878
Howard, J. L., Gagné, M., & Bureau, J. S. (2017). Testing a continuum structure of self-determined motivation: A meta-analysis. Psychological Bulletin, 143(12), 1346–1377. https://doi.org/10.1037/bul0000125
Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick- scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6–30
Jabeen, S., Kalsoom, T., & Aziz, F. (2019). Relationship between Relational Aggression and Interpersonal Problems among Adolescents. Ilkogretim Online, 18(4), 2228-2233. doi: 10.17051/ilkonline.2019.641217
Jabeen, S., Kalsoom, T., & Khanam, A. (2020). Cooperative learning instructional method: influence on secondary school students’academic performance in physics. International Journal of Management, 11(08).
Jabeen, S., Khalid, M., & Kalsoom, T. (2020). Relationship between Parental Involvement, Students’ Performance Goal Orientation and Academic Achievement at Elementary Level. Sjesr, 3(2), 329–337.
Martin, A., Madigan, D. J., & Raferty, R. F. (2018). Digital literacy and digital affordances: An ecological framework. Educational Technology Research and Development, 66(5), 1149-1166.
McGuinness, C., & Fulton, C. (2019). Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning. Journal of Information Technology Education: Innovations in Practice, 18, 001-028.
Nand, R., & Sharma, A. (2019, June 1). Meta-heuristic approaches to tackle Skill Based Group allocation of Students in Project Based Learning Courses. IEEE Xplore. https://doi.org/10.1109/CEC.2019.8789987
Perera, M., Gardner, L., & Peiris, A. (2016). Investigating the Interrelationship between Undergraduates’ Digital Literacy and Self- Regulated Learning Skills Research-in-Progress (p. 1).
Perera Muthupoltotage, U., & Gardner, L. (2018). Analysing the Relationships Between Digital Literacy and Self-Regulated Learning of Undergraduates—A Preliminary Investigation. Lecture Notes in Information Systems and Organisation, 1–16. https://doi.org/10.1007/978-3-319-74817-7_1
Rayendra, Rayendra & Abdulhak, Ishak & rusman,. (2020). Assessment of Digital Literacy Competence for Non-Formal Education Study Program Students.
Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital Literacy. International Journal of Technoethics, 11(2), 65–94. https://doi.org/10.4018/ijt.20200701.oa1
Santos, A. I., & Serpa, S. (2017). The Importance of Promoting Digital Literacy in Higher Education. International Journal of Social Science Studies, 5(6), 90. https://doi.org/10.11114/ijsss.v5i6.2330
Sarfraz, R., Jabeen, S., Sajid, M. A., & Ali, M. S. Z. (2020). Identification of the Educational Problems at Higher Secondary Schools of Lahore. Review of Education, Administration & Law, 3(3), 403-410.
Saxby, D. (2018). Introducing digital skills by collaboration: A new strategy to develop vital digital literacy skills. School Librarian, 66(1), 9-11.
Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 0(0). https://doi.org/10.1080/2331186x.2018.1519143
Ullah, M., Alam, W., Khan,Y., Joseph,V., Farooq,M.S., Noreen,S. (2022). Role of Leadership in Enhancing Employees Performance: A Case Of Board of Intermediate and Secondary Education, Peshawar. Journal of Contemporary Issues in Business and Government, 28(1), 183-193.
Vosniadou, S. (2020). Bridging secondary and higher education. The importance of self-regulated learning. European Review, 28(S1), S94-S103.
Wardhani, D., Hesti, S., & Dwityas, N. A. (2019). Digital Literacy: A Survey Level Digital Literacy Competence among University Students in Jakarta. International Journal of English Literature and Social Sciences, 4(4), 1131–1138. https://doi.org/10.22161/ijels.4434
Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0076-8
Yu, L., Chen, S., & Recker, M. (2021). Structural relationships between self-regulated learning, teachers’ credibility, information and communications technology literacy and academic performance in blended learning. Australasian Journal of Educational Technology, 46–63. https://doi.org/10.14742/ajet.5783