How University Students Use Internet Resources: Students' Self-Assessment Vs. Exams Results
DOI:
https://doi.org/10.54820/entrenova-2023-0002Keywords:
Internet, students, university, self-assessmentAbstract
There is a generally accepted opinion that young people, born in the era of intensive use of ICT and the Internet, are much better at handling new technologies and using Internet resources than older generations. In support of this claim, it is stated that different digital technologies and the Internet have been a natural environment for these generations since birth. This paper aims to check to what extent the above statements apply to University of Mostar (SUM) students. For this purpose, the authors researched SUM students to determine how they self-assess their knowledge and use of Internet resources. On the other hand, it was necessary to use Internet resources to pass exams in certain subjects. In this paper, the authors compared the results obtained by surveying students with actual exam results. The results of the research suggest that the students have relatively good knowledge and coping skills with the tasks they solve within the individual courses of their studies. However, Insufficient mastery of the Internet and its information is indicated by lower ratings of the ability to evaluate found materials and ratings of the ability to use the advanced functions of the Google search engine.
References
Ciampaglia, G. L. (2018). The digital misinformation pipeline, in Positive Learning in the Age of Information, eds O. Zlatkin-Troitschanskaia, G.Wittum, and A. Dengel (Wiesbaden: Springer), 413–421. doi: 10.1007/978-3-658-19567-0_25
EU (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/10. Retrieved May 21, 2023, from http://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:32006H0962&from=EN
EC (2022). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on a European strategy for universities. Retrieved May 23, 2023, from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2022%3A16%3AFIN
EC (2018) European Commission, Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the Digital Education Action Plan, Retrieved May 23, 2023, from https://ec.europa.eu/education/sites/education/files/digital-education-action-plan.pdf
EU (2022). The EU launches two new initiatives to foster higher education sector. Retrieved May 12, 2023, from https://digital-skills-jobs.europa.eu/en/latest/news/eu-launches-two-new-initiatives-foster-higher-education-sector.
EU (2021). Digital Decade. Retrieved May 10, 2023, from https://digital-skills-jobs.europa.eu/en/actions/european-initiatives/digital-decade
Graziano, K.J. (2018). Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course. Journal of Teaching and Learning with Technology, 7, 70–86.
Habets, O., Stoffers, J., Heijden, B. V. D., Peters, P. (2020). Am I fit for tomorrow’s labor market? The effect of graduates’ skills development during higher education for the 21st century’s labor market. Sustainability,12(18). https://doi.org/10.3390/su12187746
Rios, J. A., Ling, G., Pugh, R., Becker, D., Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements. Educational Researcher, 49(2), 80–89. https://doi.org/10.3102/0013189X19890600
Jang, H. (2016). Identifying 21st century STEM competencies using workplace data. Journal of Science Education and Technology, 25, 284–301. https://doi.org/10.1007/s10956-015-9593-1
Joynes, C., Rossignoli, S., Fenyiwa Amonoo-Kuofi, E. (2019). 21st century skills: Evidence of issues in definition, demand and delivery for development contexts. (K4D Helpdesk Report). Brighton, UK: Institute of Development Studies.
Kim, M. K., Xie, K., Cheng, S.-L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309–324. https://doi.org/10.1016/j.tate.2017.05.006
Kopp, M., Gröblinger, O., Adams, S. (2019). Five common assumptions that prevent digital transformation at higher education Institutions. INTED2019 Proceedings, 13th International Technology, Education and Development Conference, Valencia, 11-13 March 2019, 1448–1457. https://doi.org/10.21125/inted.2019.0445
Lavi, R., Tal, M., Dori, Y. J. (2021). Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning. Studies in Educational Evaluation, 70, 101002. https://doi.org/10.1016/j.stueduc.2021.101002
Mahmud M. M., Wong S. F. (2022). Digital age: The importance of 21st century skills among the undergraduates. Frontiers in Education, 7, https://doi.org/10.3389/feduc.2022.950553
Maurer, M., Schemer, C., Zlatkin-Troitschanskaia, O., Jitomirski, J. (2020). Positive and Negative Media Effects on University Students’ Learning: Preliminary Findings and a Research Program. In Zlatkin-Troitschanskaia, O. (Ed.). Frontiers and Advances in Positive Learning in the Age of Information (PLATO) (p. 109-119). New York: Springer.
McGrew, S., Ortega, T., Breakstone, J., Wineburg, S. (2017). The challenge that’s bigger than fake news. Civic reasoning in a social media environment. American Educator, 41(3), 4–9.
McGrew, S., Breakstone, J., Ortega, T., Smith, M., Wineburg, S. (2018). Can students evaluate online sources? Learning from assessments of civic online reasoning. Theory and Research in Social Education, 46, 165–193. https://doi.org/10.1080/00933104.2017.1416320
McGrew, S., Smith, M., Breakstone, J., Ortega, T., Wineburg, S. (2019). Improving university students’ web savvy: an intervention study. British Journal of Educational Psychology, 89, 485–500. https://doi.org/10.1111/bjep.12279
Murray, M. C., Pérez, J. (2014). Unraveling the digital literacy paradox: how higher education fails at the fourth literacy. Issues in Informing Science and Information Technology, 11, 85–100. https://doi.org/10.28945/1982
Nagel, M.-T., Schäfer, S., Zlatkin-Troitschanskaia, O., Schemer, C., Maurer, M., Molerov, D., Schmidt, S., Brückner, S. (2020). How Do University Students’ Web Search Behavior, Website Characteristics, and the Interaction of Both Influence Students’ Critical Online Reasoning?. Frontiers in Education, 5, https://doi.org/10.3389/feduc.2020.565062
UNESCO (2023). Knowledge society. Retrieved May 18, 2023, from https://www.ibe.unesco.org/en/glossary-curriculum-terminology/k/knowledge-society
Winberg, C., Adendorff, H., Bozalek, V., Conana, H., Pallitt, N., Wolff, K., Olsson, T., Roxå, T. (2019). Learning to teach STEM disciplines in higher education: A critical review of the literature. Teaching in Higher Education, 24, 930–947. https://doi.org/10.1080/13562517.2018.1517735
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Dražena Gašpar, Mirela Mabic, Ivica Ćorić
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
