<abstract xmlns="http://www.w3.org/1999/xhtml">

<sec>
<h3>Purpose</h3>
<p>The purpose of this paper is to demonstrate the perils and opportunities that digital literacy presents to students through online education schemes. The challenge for university departments regarding digital literacy is twofold: first, to apply digital methods in order to engage students; and second, to form an equity-based pedagogical programme. The shift towards online university education took place abruptly in most Greek state universities from 2020 onwards, due to the COVID-19 restrictive measures, when conventional universities had to adapt to the need for online educational schemes for >2 years.</p>
</sec>
<sec>
<h3>Design/methodology/approach</h3>
<p>A survey was conducted among 135 undergraduate students from the University of Western Macedonia in the Department of Obstetrics. Students were asked to complete a structured anonymous questionnaire. Reliability and descriptive statistics were used to interpret the questionnaire response.</p>
</sec>
<sec>
<h3>Findings</h3>
<p>First, students are deeply concerned about their functional IT skills, which creates a feeling of uncertainty, during the presentation of their assignments. Second, in spite of the obstacle regarding their functional capabilities, online environments seem to have a positive effect on students in the creation of an inclusive online education environment. Third, they feel free to form their digital identity and promote their individual differences and learning needs.</p>
</sec>
</abstract>

Purpose
The purpose of this paper is to demonstrate the perils and opportunities that digital literacy presents to students through online education schemes. The challenge for university departments regarding digital literacy is twofold: first, to apply digital methods in order to engage students; and second, to form an equity-based pedagogical programme. The shift towards online university education took place abruptly in most Greek state universities from 2020 onwards, due to the COVID-19 restrictive measures, when conventional universities had to adapt to the need for online educational schemes for >2 years.


Design/methodology/approach
A survey was conducted among 135 undergraduate students from the University of Western Macedonia in the Department of Obstetrics. Students were asked to complete a structured anonymous questionnaire. Reliability and descriptive statistics were used to interpret the questionnaire response.


Findings
First, students are deeply concerned about their functional IT skills, which creates a feeling of uncertainty, during the presentation of their assignments. Second, in spite of the obstacle regarding their functional capabilities, online environments seem to have a positive effect on students in the creation of an inclusive online education environment. Third, they feel free to form their digital identity and promote their individual differences and learning needs.

The effect of digital literacy on student identity and inclusion: insights from the University of Western Macedonia

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution 4.0 International License.

Purpose
The purpose of this paper is to demonstrate the perils and opportunities that digital literacy presents to students through online education schemes....

The effect of digital literacy on student identity and inclusion: insights from the University of Western Macedonia

Article Category: Research Article

Online veröffentlicht: 27. März 2024

Seitenbereich: 24 - 40

DOI: https://doi.org/10.2478/eurodl-2024-0001

Schlüsselwörter
Digital literacy, Higher online education, Digital capability, Inclusiveness

© 2024 Panagiotis Mpogiatzidis et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

The effect of digital literacy on student identity and inclusion: insights from the University of Western Macedonia

Article Category: Research Article

Online veröffentlicht: 27. März 2024

Seitenbereich: 24 - 40

DOI: https://doi.org/10.2478/eurodl-2024-0001

SchlüsselwörterDigital literacy, Higher online education, Digital capability, Inclusiveness

© 2024 Panagiotis Mpogiatzidis et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Digital literacy, Higher online education, Digital capability, Inclusiveness