Individual differences in digital literacy and learner profiles among higher education students

Abstract Higher education (HE) is undergoing a digital revolution with the development and application of key digital skills a ubiquitous requirement for teaching, learning, and assessment opportunities. Whilst these technologies can offer many benefits we must be cautious in assuming that learners from particular generations will possess the natural capacity and motivation to use these tools to support their learning. The paper reports on the findings from a cross-sectional survey with 257 HE students (M age = 20.53 years (SD age = 4.26), 205 female, 39 male, 9 self-identified). Data was analysed in two phases. Firstly, multilevel modelling was used to explore the association between digital literacy and demographic differences, personality and motivation. Findings indicated that computer autonomy and digital resilience were independently and positively associated with self-perceived digital capability. Secondly, latent profile analysis was used to gain an understanding of the individual differences in learner profiles associated with student digital literacy and motivation. Findings indicated the presence of four discrete learner profiles: disengaged digital learners, fragile digital learners, compliance-driven digital learners and self-directed digital learners. The research provides insight into how individual differences relate to students’ perceived digital capability and approaches to digital learning in a higher education setting.