جستجوی مقالات مرتبط با کلیدواژه « computer literacy » در نشریات گروه « پزشکی »

Following the expansion of the Covid-19 Pandemic, many parts of the world have turned entirely too e-learning. In this regard, universities refused to hold face-to-face training classes and started creating virtual training classes. This study was aimed to investigate the relationship between computer literacy and e-readiness among students. In this cross-sectional study, 100 eligible female students of Yazd University in Iran in age group of 19-21 years were selected by convenience sampling method. They were in the first semester of the academic year 2020-2021 that took the physical education subject and participated in the class through virtual education. Data collection tools were a standard computer literacy questionnaire based on seven ICDL standard skills and a Watkins standard questionnaire were used to measure students' e-readiness. Data were analysed in SPSS-23. Using descriptive statistics and the Spearman correlation coefficient. P-value There is a significant and strong relationship between computer literacy and e- readiness only in the subscale of skills and communication (0.04), But there is no significant relationship between computer literacy and other subscales of e-readiness, such as motivation (0.96), access to technology (0.68), learning ability (0.86), internet group chat (0.96), important issues for successful learning (0.6). The findings of this study showed that there is a significant relationship between computer literacy and e-readiness only in the subscales of skills and communication. There is no significant relationship between computer literacy and other subscales of e-readiness. Having these skills helps the learner to acquire information and knowledge. University policymakers and planners need to pay special attention to improving computer literacy skills and increasing students' e-readiness.

Regarding to the importance of ICT Engagement of students, it is necessary to have a reliable and valid method for evaluating it in this group. ICT Engagement questionnaire of Zylka et al have been designed for this purpose. This study aimed to validate that questionnaire in a representative sample of Iranian students. The Questionnaire was translated into Persian and its face and content validities was assessed by the members of Education faculty at the University of Tabriz, Iran. Its population included the faculty members of that University and the students studying in technical and vocational schools in Urmia. Of the faculty members, 8 experts were selected by purposeful sampling for face and content validities, and 370 students were selected by cluster random sampling. The research tool was Zylka et al ICT engagement Questionnaire. We used SPSS 26 to analyze data. The students’ ages ranged from 16 to 18 and 38.6% of them were male and 61.4% were female. The reliability of the questionnaire was 0.91 based on the Cronbach’s alpha. The results of exploratory factor analysis revealed that five factors of ICT in Zylka et al questionnaire were similar to seven factors in the present study, namely positive ICT self-esteem (explained variance=29.87%), self-confidence in ICT (explained variance=6.84%), online exposure (explained variance=4.69%), social exposure (explained variance=3.83%), interest in computers, tablets and mobile phones (explained variance=3.46%), spending time on ICT (explained variance=3.36%), and the negative ICT self-concept (explained variance=3.18%). PCA results revealed that seven factors can affect ICT Engagement. In total these seven factors can account for 55.19% of the variance in ICT Engagement. Validating the questionnaire reveals that constructs of “ICT engagement” may vary among populations in different countries. This difference may be due to the cultural differences and varied facilities between the two statistical populations.

An assessment of computer literacy and readiness is required for successful implementation of a structured computer-assisted learning (CAL). The present study was aimed to assess and compare computer literacy, attitude toward implementation of a structured CAL, and the current level of use of computer/laptop for academic purposes by students and faculty. In addition, the difference in attitude toward structured CAL and the current level of use of computer/laptop, based on computer literacy were evaluated.
In this cross-sectional study 316 undergraduate students and 57 faculties of a dental school in India. Computer literacy, the current level of use, and attitudes toward a structured CAL were assessed using a questionnaire. Participants were divided into basic user, intermediate user, and advanced user based on computer literacy. Data were analyzed using Chi-square test.
Most of the students and faculty were intermediate users. Faculty used the internet for academic purposes at a significantly higher frequency and accessed a wide variety of internet sites and material as compared to students. Most of the students and faculty favored introducing a structured CAL. The favorable attitude toward structured CAL and the better utilization of laptops for academic purposes were associated with the level of computer literacy among students.
Both faculty and students favor the use of structured CAL. Higher computer literacy results in more use and favorable attitude toward structured CAL among students. Further training of faculty and students is needed to improve the readiness and utilization of CAL.