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Students’ Perspective on Digital Technologies in Higher Education

In: The Digital Transformation of European Higher Education

Author

Listed:
  • Brunella Botte

    (Link Campus University)

  • Stefania Capogna

    (Link Campus University)

  • Maria Chiara Angelis

    (Link Campus University)

  • Francesca Greco

    (University of Udine)

  • Giada Marinensi

    (Link Campus University)

  • Flaminia Musella

    (Link Campus University)

  • Luca Torchia

Abstract

The fifth chapter focuses on a European project research results highlighting European students’ perception of the ability to integrate digital technologies into organizational and training processes identifying seven kinds of students. The increase in the use of online training connected to the pandemic emergency has highlighted, as never before, that Higher Education Institutions have to deal with the digital revolution, promoted by the European Community since 1998 from the so-called Bologna Process. This chapter illustrates the results of the students’ survey of the “Empower Competences for Online Learning in Higher Education” (ECOLHE) project. The project aimed to investigate the transformation processes and of developing practices of higher education’s digital teaching and learning in several European countries. The research project was based on the hypothesis that the availability of technological infrastructures does not grant an efficient and effective use of ICTs by students since the type of student, the university (traditional/online), and the level of national digital development are key factors in dealing with technological infrastructure.

Suggested Citation

  • Brunella Botte & Stefania Capogna & Maria Chiara Angelis & Francesca Greco & Giada Marinensi & Flaminia Musella & Luca Torchia, 2024. "Students’ Perspective on Digital Technologies in Higher Education," Innovation, Technology, and Knowledge Management, in: Stefania Capogna & Francesca Greco (ed.), The Digital Transformation of European Higher Education, pages 97-115, Springer.
    • Handle: RePEc:spr:innchp:978-3-031-70763-6_5
    DOI: 10.1007/978-3-031-70763-6_5
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