Evaluation of digital literacy for independent and distance learning of professors and students of Kermanshah University of Medical Sciences (Preprint)

Abstract

The present study was conducted with the aim of Evaluation of digital literacy for independent and distance learning of teachers and students of Kermanshah University of Medical Sciences.

The present study was conducted with the aim of Evaluation of digital literacy for independent and distance learning of teachers and students of Kermanshah University of Medical Sciences.

The study was carried out using descriptive-cross-sectional method. The statistical population included all students and teachers of Kermanshah University of Medical Sciences. The sample size was selected using Morgan's table, 329 students as sample size and 83 professors as sample size using stratified random method. The data collection tool was the standard questionnaire for general assessment of the level of digital literacy according to the digital literacy model of Dundee University (2016). In order to analyze statistical data, descriptive statistics indices and methods including frequency, percentage, mean, standard deviation, and inferential statistics including Kolmogorov-Smirnov, U-Mann Whitney were used. The data was analyzed by SPSS V. 21 software.

The average total score of digital literacy (p<0.001) as well as the scores of information literacy components (p<0.001), information management and communication literacy (p<0.001), literacy Collaboration and digital content sharing (p<0.001) had a statistically significant difference between professors and students. In this way, the average score of digital literacy (mean difference = 0.33) as well as the average scores of information literacy components (mean difference = 0.32), critical evaluation literacy of information (mean difference = 0.24), management literacy and establishment Communication of information (mean difference = 0.42), and collaboration literacy and digital sharing of content (mean difference = 0.49) were more in professors than students. There was a difference between professors and students in terms of the literacy component score of understanding and participating in digital methods. There was no statistically significant difference between teachers and students in critical information evaluation literacy (p>0.05).

The results of the research showed that digital literacy and its components are more among professors than among students, so this issue should be paid attention to by university officials and by increasing new technologies, they should create a new scientific approach for students.