Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspects
This descriptive study aims to determine the digital competence level of faculty members who teach in the health sciences, empirically considering possible contextual aspects. Two data collection instruments were used: a self-reflection questionnaire to assess digital competence, and a survey queryi...
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PeerJ Inc.
2024-11-01
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| Online Access: | https://peerj.com/articles/18456.pdf |
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| author | Halil Ersoy Cigdem Baskici Aydan Aytar Raimonds Strods Nora Jansone Ratinika António Manuel Lopes Fernandes Hugo Neves Aurelija Blaževičienė Alina Vaškelytė Camilla Wikström-Grotell Heikki Paakkonen Anne Söderlund Johanna Fritz Sultan Kav |
| author_facet | Halil Ersoy Cigdem Baskici Aydan Aytar Raimonds Strods Nora Jansone Ratinika António Manuel Lopes Fernandes Hugo Neves Aurelija Blaževičienė Alina Vaškelytė Camilla Wikström-Grotell Heikki Paakkonen Anne Söderlund Johanna Fritz Sultan Kav |
| author_sort | Halil Ersoy |
| collection | DOAJ |
| description | This descriptive study aims to determine the digital competence level of faculty members who teach in the health sciences, empirically considering possible contextual aspects. Two data collection instruments were used: a self-reflection questionnaire to assess digital competence, and a survey querying demographics and aspects of teaching and learning context. In total, 306 health sciences faculty members from six universities voluntarily participated the study. The results revealed that a majority of the faculty members have intermediate (integrator or expert) level of digital competence, which is described as being aware of the potential use of digital technology in teaching and having a personal repertoire for its use under various circumstances. Age, digital teaching experience, perception of work environment, and previous teaching experience in fully- or partially-online courses were identified as influencing factors for digital competence. Faculty members in health sciences were able to integrate digital technologies in their teaching practices. Health education institutions may facilitate the use of digital technologies in teaching and learning environments. Moreover, institutions or stakeholders should consider that digital competence requires practice and experience in meaningfully-designed digital environments and tools. |
| format | Article |
| id | doaj-art-58c94a91f9114f10be8ce4c478f41a16 |
| institution | Kabale University |
| issn | 2167-8359 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | PeerJ Inc. |
| record_format | Article |
| series | PeerJ |
| spelling | doaj-art-58c94a91f9114f10be8ce4c478f41a162024-11-13T15:05:32ZengPeerJ Inc.PeerJ2167-83592024-11-0112e1845610.7717/peerj.18456Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspectsHalil Ersoy0Cigdem Baskici1Aydan Aytar2Raimonds Strods3Nora Jansone Ratinika4António Manuel Lopes Fernandes5Hugo Neves6Aurelija Blaževičienė7Alina Vaškelytė8Camilla Wikström-Grotell9Heikki Paakkonen10Anne Söderlund11Johanna Fritz12Sultan Kav13Computer Education and Instructional Technology, Başkent University, Ankara, TürkiyeDepartment of Healthcare Management, Başkent University, Ankara, TürkiyeGulhane Faculty of Physiotherapy and Rehabilitation, University of Health Sciences, Ankara, TürkiyeCentre for Educational Growth, Riga Stradins University, Riga, LatviaCentre for Educational Growth, Riga Stradins University, Riga, LatviaNursing School of Coimbra, Escola Superior de Enfermagem de Coimbra, Coimbra, PortugalNursing School of Coimbra, Escola Superior de Enfermagem de Coimbra, Coimbra, PortugalDepartment of Nursing, Lithuanian University of Health Sciences, Kaunas, LithuaniaDepartment of Nursing, Lithuanian University of Health Sciences, Kaunas, LithuaniaGraduate School and Research, Arcada University of Applied Sciences, Helsinki, FinlandAdvanced Clinical Care, Arcada University of Applied Sciences, Helsinki, FinlandSchool of Health Care and Social Welfare, Mälardalen University, Västrås, SwedenSchool of Health Care and Social Welfare, Mälardalen University, Västrås, SwedenDepartment of Nursing, Başkent University, Ankara, TürkiyeThis descriptive study aims to determine the digital competence level of faculty members who teach in the health sciences, empirically considering possible contextual aspects. Two data collection instruments were used: a self-reflection questionnaire to assess digital competence, and a survey querying demographics and aspects of teaching and learning context. In total, 306 health sciences faculty members from six universities voluntarily participated the study. The results revealed that a majority of the faculty members have intermediate (integrator or expert) level of digital competence, which is described as being aware of the potential use of digital technology in teaching and having a personal repertoire for its use under various circumstances. Age, digital teaching experience, perception of work environment, and previous teaching experience in fully- or partially-online courses were identified as influencing factors for digital competence. Faculty members in health sciences were able to integrate digital technologies in their teaching practices. Health education institutions may facilitate the use of digital technologies in teaching and learning environments. Moreover, institutions or stakeholders should consider that digital competence requires practice and experience in meaningfully-designed digital environments and tools.https://peerj.com/articles/18456.pdfDigital competenceFaculty membersDigital technologyTeachingHealth sciences |
| spellingShingle | Halil Ersoy Cigdem Baskici Aydan Aytar Raimonds Strods Nora Jansone Ratinika António Manuel Lopes Fernandes Hugo Neves Aurelija Blaževičienė Alina Vaškelytė Camilla Wikström-Grotell Heikki Paakkonen Anne Söderlund Johanna Fritz Sultan Kav Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspects PeerJ Digital competence Faculty members Digital technology Teaching Health sciences |
| title | Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspects |
| title_full | Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspects |
| title_fullStr | Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspects |
| title_full_unstemmed | Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspects |
| title_short | Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspects |
| title_sort | digital competence of faculty members in health sciences measured via self reflection current status and contextual aspects |
| topic | Digital competence Faculty members Digital technology Teaching Health sciences |
| url | https://peerj.com/articles/18456.pdf |
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