Experts' views on digital competence: Commonalities and differences

By J. Janssen, S. Stoyanov, Anusca Ferrari, Yves Punie, K. Pannekeet, P. Sloep. Comput. Educ., 2013

356 citations recorded by the source corpus.

Following earlier studies aimed at gaining a deeper understanding of digital competence through a review of literature and current digital competence frameworks, this paper focuses on experts' views on digital competence. It describes the results of a Delphi study investigating experts' ideas on what it means to be digitally competent today. The study involved two online consultations, one directed at gathering individual ideas and one directed at validating the aggregated mapping of digital competence, established through various qualitative and quantitative data analysis steps. The paper describes and discusses the final results from the Delphi study involving 95 experts from across Europe and beyond. Results indicate that digital competence is built up of knowledge, skills, and attitudes pertaining to twelve different areas. Besides, results show that several issues of debate can be identified when it comes to establishing the boundaries of digital competence.

Subfields: Information Systems

View Paper: https://www.semanticscholar.org/paper/a67a9365ab3279f1d8e16bd02d90c11db1835986

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Information Systems

1. Yu Zhao
2. Ana María Pinto Llorente
3. María Cruz Sánchez Gómez

Citations in the corpus

• Digital competence in higher education research: A systematic literature review (2021, background): “Then six publications used and varied their instruments ’ dimensions based on technological, cognitive and ethical dimensions (Calvani et al., 2012; Janssen et al., 2013), while other publications established their instrument with other theoretical frameworks from different aspects.”