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The ability of students to access learning via technology is a key factor in sustainable development goals. During the COVID-19 emergency most students’ educational experience moved from face-to-face physical classroom to web-based environments which exposed disparities in students’ digital resources and competence and placed greater attention on the need to address these inequalities. Digital competence is typically measured in terms of an individual's ability to use digital technology to achieve their work, study or personal objectives. Being digitally competent is significant with regard to an individual being able to achieve things that they value, but is only part of an overall evaluation of their digital capability. This paper argues that in addition to competence, assessment of digital capability should include an evaluation of a person's access to technology as well as their attitudes towards its value in achieving their goals. This paper is a work in progress exploring findings derived from research evaluating strategies to improve staff capability and confidence in using online learning technologies at eight FE colleges in the south east of England. In this research students undertook surveys that included self-assessment of their digital competences following the DigComp model, information on their use of digital devices and home network reliability, and evaluated their enjoyment of and confidence in using online learning technologies. This current paper explores the outcomes from these surveys. Evaluation of survey data revealed a significant digital divide between those who had access to suitable devices and reliable network connections and those who did not. Results show significant associations between students’ access to the technology they need to take part in online lessons, their self-assessed competence, and their capability to fully engage with and satisfaction with online learning. This paper suggests that these factors should be considered as part of a ‘digital capabilities index’ when undertaking evaluations of individual student needs and identifying potential ‘at risk’ students. |
