ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students

• Published in: Education and information technologies Vol. 21; no. 1; pp. 71 - 103
• Main Authors: Verhoeven, Jef C., Heerwegh, Dirk, De Wit, Kurt
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.01.2016; Springer; Springer Nature B.V
• Subjects: College students; Computer Appl. in Social and Behavioral Sciences; Computer Literacy; Computer Science; Computer Use; Computers and Education; Digital literacy; Education; Educational Technology; Elementary School Students; Identification (Psychology); Individualized Instruction; Information Systems Applications (incl.Internet); Information Technology; Learning Experience; Learning Theories; Predictor Variables; Primary Education; Scientific Research; Secondary School Students; Self Concept Measures; Students; Thinking Skills; Undergraduate Students; User Interfaces and Human Computer Interaction; Belgium; Survey; ICT use; Learning experience; University students; Research orientation; ICT skills
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-014-9310-3

Since our first studies of information and communications technology (ICT) skills and ICT use at universities in 2004, ICT and its use by students has changed greatly. In order to obtain a more detailed picture of ICT skills, we first construct a new instrument to measure the self-perception of ICT skills (49 items) and of ICT use (53 items) by students. This allows us to find some patterns for ICT skills and ICT use. In order to explain these patterns, two basic hypotheses are formulated. The first suggests that positive ICT learning experiences at home, in school, and with peers could contribute to mastering a higher level of ICT skills and more frequent use of ICT among bachelor’s students, a hypothesis that aligns with Dewey’s learning theory. The second hypothesis suggests that there is a similarity between the characteristics of information systems and scientific research, and that students who identify more with scientific research would be more likely to have greater ICT skills and a higher frequency of ICT use. Both hypotheses are tested among bachelor’s students, using some important contextual variables (gender, domain of study, ICT course in secondary school or at university, and education level of parents). It can be concluded that there is a relationship between the ICT learning experience and the research-oriented identity commitment of bachelor’s students on the one hand, and their command of ICT skills and the frequency of use of computers, ICT instruments, and ICT programs on the other.