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The Influence of Digital Tools and Social Networks on the Digital Competence of University Students during COVID-19 Pandemic

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  • Javier Rodríguez-Moreno

    (Department of Pedagogy, Faculty of Humanities and Education Sciences, Campus Las Lagunillas, University of Jaen, 23071 Jaén, Spain)

  • Ana María Ortiz-Colón

    (Department of Pedagogy, Faculty of Humanities and Education Sciences, Campus Las Lagunillas, University of Jaen, 23071 Jaén, Spain)

  • Eulogio Cordón-Pozo

    (Department of Business Organization II, Faculty of Economics and Business, Campus La Cartuja, University of Granada, 18010 Granada, Spain)

  • Miriam Agreda-Montoro

    (Department of Pedagogy, Faculty of Humanities and Education Sciences, Campus Las Lagunillas, University of Jaen, 23071 Jaén, Spain)

Abstract

The pandemic caused by COVID-19 has generated a transformation in students’ competences and university education, especially in the use of digital tools. This study aims to analyze the use of digital tools and social networks of university students during the COVID-19 pandemic. For the collection of information, a validated Likert questionnaire (10-point scale) was adopted. The instrument consisted of a total of 66 items comprising a total of seven dimensions. The sample contained 581 students pursuing degrees in Childhood Education and Primary Education. The analysis of the available information was carried out in two different stages. First, we started by performing an exploratory factorial analysis (EFA) to determine the underlying structure of the Digital Competence of Higher Education Students (DCHES) scale factor. In the second phase, we used SEM (structural equation modeling), a statistical approach to test the relationships between observed and latent variables. More specifically, we estimated a multiple indicators multiple causes (MIMIC) model. The results showed the importance of two of the considered covariates in explaining the variability of the different dimensions of the scale analyzed (DCHES) considering the use of social networks and digital tools of university students. In this sense, both the degree to which virtual tools are used to develop teamwork and the degree of use of YouTube when communicating most fully explained the level of digital skills among the university students studied.

Suggested Citation

  • Javier Rodríguez-Moreno & Ana María Ortiz-Colón & Eulogio Cordón-Pozo & Miriam Agreda-Montoro, 2021. "The Influence of Digital Tools and Social Networks on the Digital Competence of University Students during COVID-19 Pandemic," IJERPH, MDPI, vol. 18(6), pages 1-18, March.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:6:p:2835-:d:514577
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    References listed on IDEAS

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    1. Jurgen A. Doornik & Henrik Hansen, 2008. "An Omnibus Test for Univariate and Multivariate Normality," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 70(s1), pages 927-939, December.
    2. Esteban Vázquez-Cano & José Gómez-Galán & Alfonso Infante-Moro & Eloy López-Meneses, 2020. "Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa," Sustainability, MDPI, vol. 12(2), pages 1-15, January.
    3. Klaas Sijtsma, 2009. "On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha," Psychometrika, Springer;The Psychometric Society, vol. 74(1), pages 107-120, March.
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    Cited by:

    1. Bo Jiang & Xinya Li & Sijiang Liu & Chuanyan Hao & Gangyao Zhang & Qiaomin Lin, 2022. "Experience of Online Learning from COVID-19: Preparing for the Future of Digital Transformation in Education," IJERPH, MDPI, vol. 19(24), pages 1-18, December.

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