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Digital literacy of
physiotherapy students
A barrier to international e-learning?
Michael Rowe UWC, South Africa
Dirk Viss...
Background
The creative use of emerging technologies, combined with
innovations in teaching practices and continuing educa...
International Ethics project
https://internationalethicsproject.wordpress.com/
IEP collaborators
University of the Western Cape, South Africa
Universidade Federal de Minas Gerais, Brazil
Universidade E...
Study aim
To determine the digital literacy of an
international sample of physiotherapy students in
preparation for the im...
Methods
Instrument design: Modified version of the ECAR Study of
Undergraduate Students and Information Technology (http:/...
Methods (cont.)
Setting and sample: Administered questionnaire to a sample
of 246 predominantly first-year PT students in ...
Results | Devices
There was a significant difference (p<0.001) between
universities in owning a laptop and tablet, and acc...
Results | Learning environment
Most students reported that they preferred learning in
environments that included some onli...
Conclusions
We found differences in baseline digital literacy across
different departments that highlighted some of the po...
Thank you
mrowe@uwc.ac.za
mrowe.co.za/blog
@michael_rowe
Digital literacy of an international group of physiotherapy students
Digital literacy of an international group of physiotherapy students
Digital literacy of an international group of physiotherapy students
Digital literacy of an international group of physiotherapy students
Digital literacy of an international group of physiotherapy students
Digital literacy of an international group of physiotherapy students
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Digital literacy of an international group of physiotherapy students

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As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.

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Digital literacy of an international group of physiotherapy students

  1. 1. Digital literacy of physiotherapy students A barrier to international e-learning? Michael Rowe UWC, South Africa Dirk Vissers Antwerp, Belgium Shofiqul Islam Savar Dhaka, Bangladesh Jan Taeymans Bern, Switzerland
  2. 2. Background The creative use of emerging technologies, combined with innovations in teaching practices and continuing education, has a significant role to play in health professions education that is aimed at addressing the health challenges of the 21st century (Frenk et al, 2010; WHO, 2013) Integration of technology & pedagogical design can facilitate the development of critical thinking, promote self-directed learning & collaboration, enhance communication & change power relationships between teachers and students (Rowe, Bozalek & Frantz, 2013; Rowe, 2016)
  3. 3. International Ethics project https://internationalethicsproject.wordpress.com/
  4. 4. IEP collaborators University of the Western Cape, South Africa Universidade Federal de Minas Gerais, Brazil Universidade Estadual de Maringa, Brazil Luisa Patricia Fogarolli de Carvalho, Brazil Universidade Federal do Espírito Santo, Brazil University of Antwerp, Belgium University of Cape Town, South Africa University of Dhaka, Banglades Ahfad University for Women, Sudan Bern University of Applied Sciences, Switzerland
  5. 5. Study aim To determine the digital literacy of an international sample of physiotherapy students in preparation for the implementation of the blended module in professional ethics.
  6. 6. Methods Instrument design: Modified version of the ECAR Study of Undergraduate Students and Information Technology (http://ht. ly/5lto3014N6i) Piloted for content validity and test-retest reliability (Kappa and weighted Kappa tests showed good reliability) Students who would not be in the IEP course from UWC and Antwerp, surveyed one week apart Most of the survey items had Kappa values between 0.5 – 0.6 (indicating moderate agreement); 0.7 – 0.8 (indicating strong agreement); or >0.8 (indicating almost perfect agreement)
  7. 7. Methods (cont.) Setting and sample: Administered questionnaire to a sample of 246 predominantly first-year PT students in Antwerp, Belgium (n=120), Bern, Switzerland (n=52), Dhaka, Bangladesh (n=38) and Cape Town, South Africa (n=36)
  8. 8. Results | Devices There was a significant difference (p<0.001) between universities in owning a laptop and tablet, and access to Wi-Fi on campus. These students primarily used a smartphone (65%) and a laptop (29%) to connect to the internet (p<0.001 across groups). A laptop was considered most important for their academic success by 81% of the respondents, followed by a smartphone (41%), a desktop (12%) and a tablet (8%).
  9. 9. Results | Learning environment Most students reported that they preferred learning in environments that included some online components (69%; p>0.001 across groups), and although there was a significant difference between universities, most students indicated that they would prefer lecture capture to be used more frequently (50%). Only a minority of the total sample had ever written a blog post (8%), edited a wiki (6%), or subscribed to RSS feeds (6%), all of which could be considered important skills for learning in online or blended environments.
  10. 10. Conclusions We found differences in baseline digital literacy across different departments that highlighted some of the possible challenges inherent in the implementation of distributed online courses These different levels of digital literacy have an important influence on decision making around open online course design We should avoid making assumptions about students’ level of digital literacy when using digital technologies for academic tasks and learning
  11. 11. Thank you mrowe@uwc.ac.za mrowe.co.za/blog @michael_rowe

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