Higher Education for the Digital Age: A Correlational Study of Undergraduate Study and Digital Citizenship
Abstract
The purpose of this non-experimental correlational study was to examine the extent to which there exists a relationship between undergraduate study and digital citizenship knowledge and skills as measured by the digital citizenship scale, a previously validated quantitative instrument. A web-based survey including the DCS, demographic questions, and a Higher Education Engagement questionnaire was distributed to all full-time undergraduate students at a public university in the Upper Midwestern United States. Data was collected from a sample of 349 undergraduate students who completed the entire DCS and the question about number of post-secondary credits earned. A bi-variate correlational analysis revealed that there is no relationship between digital citizenship knowledge and skills as measured by the DCS and number of post-secondary credits earned. Results of multiple regression analysis showed that the absence of correlation remained constant regardless of student demographic characteristics and campus involvement. Study results also provide insight into the mean level of digital citizenship as expressed by DCS scores. Respondents scored in the low-to-moderate range for three of the DCS subscales: Critical Perspectives, Internet Political Activism, and Networking Agency. Respondents who identified as non-cisgender and respondents with majors in the College of Liberal Arts and Sciences had higher mean DCS scores than their peers.
College
College of Education
Department
Education
Campus
Winona
First Advisor/Mentor
Joel Traver
Second Advisor/Mentor
Steven Baule
Third Advisor/Mentor
Norb Thomas
Location
Oak Rooms E/F - Kryzsko Commons
Start Date
4-18-2024 10:00 AM
End Date
4-18-2024 10:19 AM
Presentation Type
Oral Presentation
Format of Presentation or Performance
In-Person
Higher Education for the Digital Age: A Correlational Study of Undergraduate Study and Digital Citizenship
Oak Rooms E/F - Kryzsko Commons
The purpose of this non-experimental correlational study was to examine the extent to which there exists a relationship between undergraduate study and digital citizenship knowledge and skills as measured by the digital citizenship scale, a previously validated quantitative instrument. A web-based survey including the DCS, demographic questions, and a Higher Education Engagement questionnaire was distributed to all full-time undergraduate students at a public university in the Upper Midwestern United States. Data was collected from a sample of 349 undergraduate students who completed the entire DCS and the question about number of post-secondary credits earned. A bi-variate correlational analysis revealed that there is no relationship between digital citizenship knowledge and skills as measured by the DCS and number of post-secondary credits earned. Results of multiple regression analysis showed that the absence of correlation remained constant regardless of student demographic characteristics and campus involvement. Study results also provide insight into the mean level of digital citizenship as expressed by DCS scores. Respondents scored in the low-to-moderate range for three of the DCS subscales: Critical Perspectives, Internet Political Activism, and Networking Agency. Respondents who identified as non-cisgender and respondents with majors in the College of Liberal Arts and Sciences had higher mean DCS scores than their peers.
