Assessment of digital competence for the utilisation of open educational resources by English Language students in tertiary institutions in Ebonyi State of Nigeria
TL;DR
It is concluded that the students of English Language in Ebonyi State have satisfactory digital competence, but this did not translate into effective utilisation of the OERs, which has implications.
Abstract
The world is now digital, and all human activities are following the path of integrating and applying digital technologies. Digital technologies increasingly shape educational processes and access to learning resources. Therefore, this study was carried out to assess the digital competence of English Language students for the utilization of open educational resources (OER) using tertiary institutions in Ebonyi State, Nigeria. The survey research method of the correlational type was adopted with a questionnaire as an instrument for data collection, which was face-validated and pilot-tested, with a reliability index of r=0.78 before use. 273 respondents completed the questionnaire, and the findings revealed that students of English Language in Ebonyi State have requisite digital competence, acquired the skills through self-directed learning and trial and error practices, use OERs poorly, and a significant relationship was found between digital competence and the utilisation of OERs. Thus, the study concluded that the students have satisfactory digital competence, but this did not translate into effective utilisation of the OERs, which has implications. In view of that, the study recommends that continuous efforts should be made through seminars and workshops for maintaining and further enhancing the digital competence of the students; that capacity enhancement programmes should be conducted for English Language students of tertiary institutions in Ebonyi State on the importance, availability, and use of OER for actualization of learning objectives, academic performance, and lifelong learning. In addition, librarians in tertiary institutions are urged to provide expert support in facilitating the availability and accessibility of learning resources, and governments at state and federal levels should continuously support the development and management of digital infrastructure at various public institutions for enabling unlimited access to digital technologies and services.