Competencies for online learning in Higher Education

Abstract

The purpose of this study was to describe the importance of online learning competencies for students at the Polytechnic State University of Carchi (UPEC) and their confidence in acquiring them at the undergraduate level, using the theoretical perspective of online learning. A descriptive comparative quantitative approach was used, with a cross-sectional design, applying an online Likert scale questionnaire to students, yielding 1,484 valid responses. The data were analyzed using the KS test, which indicated insufficient evidence of normality. Consequently, a mean comparison and significant difference analysis (Kruskal-Wallis and Mann-Whitney U tests) were performed between demographic variables and students' perceptions of the importance of and confidence in these competencies. The main findings show that students' perceptions of the importance of online learning competencies, as well as their confidence in achieving them, were rated as important and confident, respectively. This level of acceptance was largely independent of variables such as gender, study modality, field of study, and even the students' progress in their careers. However, significant differences were found in areas such as time management and communication in relation to gender and study modality. These results can guide higher education institutions in selecting learning methods or approaches that holistically address students' needs.

Keyswords:, Importance Of Digital Skills, Confidence In Digital Skills, Online Higher Education