The Virtual is Real: Digital Literacy and Learning in an Online Environment
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In light of the COVID-19 pandemic and the growing importance of non-face-to-face interactions in society, this study explored the meaning of digital literacy as the “refinement of 21st century skills.” This work also identified directions for digital literacy education, which assumes many aspects in tasks and activities, from the perspective of interaction. In pursuit of these lines of inquiry, the author of the present study participated in and observed a class on digital literacy conducted at a local government lifelong learning center in Korea, and examined and recorded the predominant features of observed teaching strategies, interactions, and learner responses. At the conclusion of the observed module, participants’ responses were collected via a questionnaire and analyzed. The analytical findings of this study carry the following implications for digital literacy education. First, unlike in online education, in which the delivery of the educational content is prioritized, digital literacy education should emphasize the formation of knowledge and social interaction in the online space. In relation to the digital literacy learning process, participants' satisfaction was found to be related to a sense of presence, the quality of collaboration and cooperation, and the realization of interactions, such as the sharing of experiences in the acquisition of digital literacy. Furthermore, such experiences were creatively expressed in learner-learner, teacher-learner, learner-content, and learner-interface dyads. Finally, despite the case study being limited to an adult education course, both pedagogical as well as andragogic principles were observed. Through digital interactions, learners can boost participation and social will in non-face-to-face communities.
Abstract
In light of the COVID-19 pandemic and the growing importance of non-face-to-face interactions in society, this study explored the meaning of digital literacy as the “refinement of 21st century skills.” This work also identified directions for digital literacy education, which assumes many aspects in tasks and activities, from the perspective of interaction. In pursuit of these lines of inquiry, the author of the present study participated in and observed a class on digital literacy conducted at a local government lifelong learning center in Korea, and examined and recorded the predominant features of observed teaching strategies, interactions, and learner responses. At the conclusion of the observed module, participants’ responses were collected via a questionnaire and analyzed. The analytical findings of this study carry the following implications for digital literacy education. First, unlike in online education, in which the delivery of the educational content is prioritized, digital literacy education should emphasize the formation of knowledge and social interaction in the online space. In relation to the digital literacy learning process, participants' satisfaction was found to be related to a sense of presence, the quality of collaboration and cooperation, and the realization of interactions, such as the sharing of experiences in the acquisition of digital literacy. Furthermore, such experiences were creatively expressed in learner-learner, teacher-learner, learner-content, and learner-interface dyads. Finally, despite the case study being limited to an adult education course, both pedagogical as well as andragogic principles were observed. Through digital interactions, learners can boost participation and social will in non-face-to-face communities.
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