Analysing the Relationships Between Digital Literacy and Self-Regulated Learning of Undergraduates—A Preliminary Investigation

Udayangi Perera Muthupoltotage () and Lesley Gardner ()
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Udayangi Perera Muthupoltotage: University of Auckland
Lesley Gardner: University of Auckland

A chapter in Advances in Information Systems Development, 2018, pp 1-16 from Springer

Abstract: Abstract Advances in technology access allow undergraduates to personalize their learning to their individual interests via the creation and use of informal personal learning environments (PLEs). A comprehensive understanding of how every day digital technologies are adapted and used to create such PLEs and their impact on acquisition and development of students’ digital literacy (DL) and self-regulated learning (SRL) skills, is still lacking. This paper presents the initial exploratory quantitative phase, of a longitudinal mixed methods study planned to identify and describe the relationship between DL and SRL skills of students, when using PLEs. Structural equation modelling was used to analyze data collected from 202 participants in online surveys. The results confirm that DL components effect some SRL sub-processes and some evidence was obtained for reciprocal relationships. Implications for Information Systems theory and practice are discussed together with future research opportunities.

Keywords: Digital literacy; Self-regulated learning; Personal learning environments (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:spr:lnichp:978-3-319-74817-7_1

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DOI: 10.1007/978-3-319-74817-7_1

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