Methodology for evaluating digital competence of virtual learning master's degree students

Abstract

The primary objective of this study is to develop a methodology for evaluating digital skills in a population of 524 master's degree students in virtual learning and a sample of 222 participants at the Universidad de Santander (Colombia). A reliable and validated data collection instrument was used (Cronbach's alpha coefficient = 0.987). The approach is quantitative, non-experimental, correlational in scope, and crosssectional. A descriptive-inferential statistical analysis was applied by using a Pearson χ2 correlation test and a principal component analysis with KMO and Bartlett tests. The results show that the relationship between the use and knowledge of information and communication technology (ICT) that the population has, significantly influences the integration of technological resources in teaching practices. It is concluded that evaluating digital competence allows improving pedagogic training of teachers who are master's degree students in a virtual learning mode.