The technology readiness of 244 academics in Ukraine for fully online collaborative learning was surveyed and assessed against the requirements of online collaborative learning. The group competency profiles showed moderate-to-low levels of technical, social and informational competency, accompanied by low levels of epistemological competency. These findings suggest that many participants were not prepared for developing social, cognitive and teaching presence in an online learning environment. This study extends Western digital-competence measurement methods to Ukraine and highlights areas where support is most required to facilitate digital-learning innovations aligned with educational reform.
Blayone, T. J. B., Mykhailenko, O., vanOostveen, R., Grebeshkov, O., Hrebeshkova, O., & Vostryakov, O. (2018). Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning. Technology, Pedagogy and Education, 27(3), 1-18. https://doi.org/10.1080/1475939X.2017.1391871
Collaborative-constructivist online learning appears well-aligned with Ukraine’s post-revolutionary aspirations for globalized and transformed, higher education. This study explores digital competencies of students and professors at Kyiv National Economic University, Ukraine, to probe readiness for fully online collaborative learning. The General Technology Competency and Use profile tool was completed by 244 participants to measure digital experience and confidence across four categories of human-computer activity. To assess readiness, reported levels of competencies were related to the three dimensions of successful collaborative learning described by the Community of Inquiry model. Despite some key differences between students and teachers, general findings include moderate-to-low levels of self-reported technical, social and informational competency, accompanied by consistently low levels of epistemological competency. These findings suggest neither students nor teachers are adequately prepared for achieving high levels of social, cognitive and teaching presence in a fully online learning environment. It is recommended that digital-competency development become an educational priority.
digital competence; fully online learning; educational transformation; Ukraine; higher education.