{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/788"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/788","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Readiness for digital learning: examining self-reported and observed mobile competencies as steps toward more effective learner readiness assessment","abstract":"This mixed-methods study explores a digital-competencies survey tool for probing the readiness of higher-education students for digital learning, in three steps. First, it develops a methodology for capturing and analysing authentic, digital-learning activity, and relating this activity to reported digital competencies. Second, it explores situational factors shaping human-computer interactions through video-based, case-study analyses. Finally, it proposes a threshold approach to self-reported digital competencies, which may help identify students requiring greater preparedness for optimal functioning as digital learners. Quantitative findings include generally strong, positive correlations between self-reported competencies and performance quality. Qualitative case-study analyses highlight four sets of situational factors influencing performance: (a) task/scenario difficulty; (b) comfort with device; (c) engagement, frustration and fatigue; and (d) persistence and activity-completion strategy. In the end, this study recommends the General Technology Competency and Use instrument as a promising tool for probing participant readiness for digital learning, and offers methodologies for future performance studies.","abstract_html":"This mixed-methods study explores a digital-competencies survey tool for probing the readiness of higher-education students for digital learning, in three steps. First, it develops a methodology for capturing and analysing authentic, digital-learning activity, and relating this activity to reported digital competencies. Second, it explores situational factors shaping human-computer interactions through video-based, case-study analyses. Finally, it proposes a threshold approach to self-reported digital competencies, which may help identify students requiring greater preparedness for optimal functioning as digital learners. Quantitative findings include generally strong, positive correlations between self-reported competencies and performance quality. Qualitative case-study analyses highlight four sets of situational factors influencing performance: (a) task/scenario difficulty; (b) comfort with device; (c) engagement, frustration and fatigue; and (d) persistence and activity-completion strategy. In the end, this study recommends the General Technology Competency and Use instrument as a promising tool for probing participant readiness for digital learning, and offers methodologies for future performance studies.","abstract_has_math":false,"creators":["Blayone, Todd J. B."],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education and Digital Technologies","degree_department":null,"school":null,"contributors":[],"advisors":["van Oostveen, Roland"],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-04-01","date_published":"2017-04-01","updated_at":"2026-07-24T05:35:38Z","subjects":["Digital learning","Digital competency","Learner readiness","Higher education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/788","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["van Oostveen, Roland"]},{"key":"dc:creator","label":"Author","values":["Blayone, Todd J. 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First, it develops a methodology for capturing and analysing authentic, digital-learning activity, and relating this activity to reported digital competencies. Second, it explores situational factors shaping human-computer interactions through video-based, case-study analyses. Finally, it proposes a threshold approach to self-reported digital competencies, which may help identify students requiring greater preparedness for optimal functioning as digital learners. Quantitative findings include generally strong, positive correlations between self-reported competencies and performance quality. Qualitative case-study analyses highlight four sets of situational factors influencing performance: (a) task/scenario difficulty; (b) comfort with device; (c) engagement, frustration and fatigue; and (d) persistence and activity-completion strategy. In the end, this study recommends the General Technology Competency and Use instrument as a promising tool for probing participant readiness for digital learning, and offers methodologies for future performance studies."]},{"key":"dc:title","label":"Title","values":["Readiness for digital learning: examining self-reported and observed mobile competencies as steps toward more effective learner readiness assessment"]}]}],"canonical_facts":{"dc:contributor.advisor":["van Oostveen, Roland"],"dc:creator":["Blayone, Todd J. B."],"dc:date.accessioned":["2017-08-03T18:09:57Z","2022-03-25T18:44:36Z"],"dc:date.available":["2017-08-03T18:09:57Z","2022-03-25T18:44:36Z"],"dc:date.issued":["2017-04-01"],"dc:description.abstract":["This mixed-methods study explores a digital-competencies survey tool for probing the readiness of higher-education students for digital learning, in three steps. 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