<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Nowadays, the focus shifts from information and communication technology access to skills and knowledge. Moreover, lack of digital skills is an obstacle in the process of learning new digital competences using technologies and e-learning. The objective of this research is to investigate how to facilitate students to use the acquired digital skills in practice and to evaluate the impact of students’ previous knowledge level. Based on the e-inclusion digital skills model, the author develops two research questions: <italic>How students’ previous experience impacts practical usage of the acquired ICT skills</italic> and <italic>How students’ self-assessment correlates with practical usage of the acquired ICT skills.</italic> The research employs student-centred learning theory, where the learning process is based on students’ active action, experience and values. The research is based on a literature review and one case study. The results of this study confirm the relationship of the e-inclusion digital skills model with the knowledge level acquired and its usage.</p></abstract>

Nowadays, the focus shifts from information and communication technology access to skills and knowledge. Moreover, lack of digital skills is an obstacle in the process of learning new digital competences using technologies and e-learning. The objective of this research is to investigate how to facilitate students to use the acquired digital skills in practice and to evaluate the impact of students’ previous knowledge level. Based on the e-inclusion digital skills model, the author develops two research questions: How students’ previous experience impacts practical usage of the acquired ICT skills and How students’ self-assessment correlates with practical usage of the acquired ICT skills. The research employs student-centred learning theory, where the learning process is based on students’ active action, experience and values. The research is based on a literature review and one case study. The results of this study confirm the relationship of the e-inclusion digital skills model with the knowledge level acquired and its usage.

E-inclusion Process and Societal Digital Skill Development

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"E-inclusion Process and Societal Digital Skill Development"}

Nowadays, the focus shifts from information and communication technology access to skills and knowledge. Moreover, lack of digital skills is an obstacle in the...

E-inclusion Process and Societal Digital Skill Development

Online veröffentlicht: 24. Nov. 2015

Seitenbereich: 86 - 94

DOI: https://doi.org/10.1515/dcse-2015-0006

Schlüsselwörter
e-inclusion, e-learning, digital skills, student centered learning, education for sustainable development

© 2015 Daugavpils University

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

E-inclusion Process and Societal Digital Skill Development

Online veröffentlicht: 24. Nov. 2015

Seitenbereich: 86 - 94

DOI: https://doi.org/10.1515/dcse-2015-0006

Schlüsselwörtere-inclusion, e-learning, digital skills, student centered learning, education for sustainable development

© 2015 Daugavpils University

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
e-inclusion, e-learning, digital skills, student centered learning, education for sustainable development