The Structural Relationship among Digital Literacy, Learning Strategies, and Core Competencies among South Korean College Students

Abstract

This study explores the structural relationship among digital literacy, learning strategies, and core competencies among South Korean college students as well as the group differences between these variables depending on individual characteristics. Data analysis was conducted by correlation analysis, independent sample t-testing, and structural equation modelling. Participants were 916 college students from 10 colleges in South Korea. The results showed that i) no difference between groups existed in digital literacy and core competencies; however, a group difference existed in learning strategy; ii) digital literacy had a direct effect on core competencies and learning strategies had an indirect effect on the influence of digital literacy on core competencies; and iii) digital literacy can enhance the effect of core competencies when mediating learning strategy. This study suggests areas for future research, including developing digital technology-enhanced, competency-driven learning resources that account for the effects of cognitive, metacognitive, and resource management; the relationship between digital literacy and core competencies of learner characteristics such as achievement goal orientation, learning style, and academic self-efficacy; the effect of individual digital technologies on core competencies based on individual learning strategies through experimental and quasiexperimental designs; and qualitative studies on employing digital technologies and learning strategies.