ABSTRACT

Learning approaches enhanced by digital technologies have gained considerable attention in higher education. Prior research has mainly focused on digital technology adoption in formal learning settings of higher education. Yet, empirical research into discerning what influences a student’s digital informal learning has not been well investigated. This paper proposes that individuals’ digital competence affects their digital informal learning (DIL) intention and actual behaviour. To understand better learners’ DIL and the effects of digital competence, we integrated digital competence into the decomposed theory of planned behaviour (DTPB) model and tested the model by using survey data from university students in Belgium. Here, we have explored different aspects of their DIL behaviours of cognitive, meta-cognitive, social and motivational learning. The findings showed both attitudinal factors in DTPB and digital competence adequately explained students’ DIL. Finally, the roles of digital competence and other DPTB factors are discussed in students’ DIL.

摘要

数字技术增强的学习方法在高等教育中引起了相当大的关注。先前的研究主要集中在高等教育的正规学习环境中采用数字技术。然而，关于辨别影响学生数字非正式学习的因素的实证研究尚未得到很好的调查。本文提出个人的数字能力会影响他们的数字非正式学习 (DIL) 意图和实际行为。为了更好地了解学习者的 DIL 和数字能力的影响，我们将数字能力融入到计划行为分解理论 (DTPB) 模型中，并使用比利时大学生的调查数据对该模型进行了测试。在这里，我们探索了他们在认知、元认知、社交和动机学习方面的 DIL 行为的不同方面。研究结果表明，DTPB 中的态度因素和数字能力都充分解释了学生的 DIL。最后，在学生的 DIL 中讨论了数字能力和其他 DPTB 因素的作用。