DIGITAL LITERACY AND DISTANCE EDUCATION: A CASE STUDY AT THE VIRTUAL UNIVERSITY OF THE STATE OF SÃO PAULO

• Autor(a) principal: Freitas Gomes, Sheila
• Data de Publicação: 2022
• Outros Autores: Roberto Cardoso Ferreira, Carlos, Garcia Ribeiro, Daniel, Guetti Suca, Erika, Telles Martins Ramos, Simone
• Tipo de documento: Artigo
• Idioma: por; spa; eng
• Título da fonte: Revista Brasileira de Aprendizagem Aberta e a Distância
• Texto Completo: https://seer.abed.net.br/RBAAD/article/view/646
• topic: Literacy; Competence; Higher education; Distance Education; Profiles; Alfabetización; Competencias; Enseñanza superior; EAD; Perfil; Letramento; Competências; Ensino Superior; EaD; Perfil; ]

Distance Education (DE) is a teaching modality that has shown an increasing participation in Brazilian higher education in recent years. With the rise of this modality, it is necessary to think about student training that is attentive to the critical, creative and competent use of virtual environments. In this context, this article aims to analyze the profile of digital literacy of students entering the Virtual University of São Paulo. The research has a qualitative character of an exploratory-descriptive nature. The collection instrument used was a questionnaire adapted from the European frame of reference for digital competence - DIGCOMP. DIGCOMP is structured in: (i) dimensions; (ii) areas; (iii) skills and; (iv) levels of proficiency. These factors contribute to understand the level of digital competence that UNIVESP students have. The results show that the students' digital literacy profile is less than ideal. It was found that the profile of incoming students does not, in general, have an adequate level of digital skills necessary for and in distance education. Therefore, it will be up to higher education to promote access to digital technologies and the inclusion of measures that enable the digital literacy of its students, so that, perhaps, there is some equity in the levels of digital skills.