DIGITAL LITERACY AND ONLINE LEARNING CAPABILITIES

Abstract

The goals of this study were to (1) investigate digital literacy factors and attitudes toward online learning in higher education students. (2) to investigate self-efficacy factors that contribute to the effectiveness of online learning for learners. (3) to determine the level of academic interaction. Learners' social interaction with their surroundings. Online learning makes use of both teacher and platform interaction. The Digital Literacy Concept, the Theory of Knowledge, Attitudes, and Behavior (KAP), the Participation Concept, and the Self-Efficacy Theory served as the foundation for the conceptual framework. Data was collected using online questionnaires and a random sampling method from 552 students enrolled in higher education, and the data was analyzed using a structural equation model.

The results found that: (1) digital literacy is a factor that enhances learners' ability to learn online effectively. Informational skill is a key factor for learners to be well-rounded digitally and develop their learning skills in the use of technology better. Positive attitudes result in learners' acceptance of online learning. (2) Positive self-efficacy is a factor that encourages learners to build confidence and respond to online learning more effectively. (3) The level of academic interaction in peer engagement group work is going in the opposite direction. Online learning makes highly academic learners while classroom sessions but when adjusting to online learning, these learners are less academically responsive in group work as assigned. The level of social interaction of learners with the surrounding society The level of teacher interaction and platform interaction between learners in online learning is high.