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État de publication: publié
Nom de la revue: Frontiers in Education
Volume: 11
Résumé: Introduction: Adult students enrolled in asynchronous distance education programs can face challenges using digital technology. To make it easier for adult students to access digital competency development resources, we conducted a study to design, implement, assess and improve a tool called the Digital Compass (Repère numérique), which centralizes all available digital technology support resources.Methods: The study used a design-based research approach and was conducted in three evaluation and improvement cycles. Data were collected using a netnography to analyze the behaviour of 306 users and a barometer survey administered to 48 participants assessing user experience and satisfaction with resources.Results: Results show the tool has a high rate of enrolment. Our analysis shows that nearly two thirds of all actions in the Digital Compass took place outside of working hours and that use of the tool tracks closely with assessment deadlines. The tool was deemed largely positive in terms of practicality, with the descriptors “supportive” and “efficient” obtaining the highest scores. Students were also satisfied with the resources, with 97.3% of students finding them to be useful and relevant.Discussion: These findings are a reminder that adults enrolled in distance education are juggling multiple priorities and prove that there is a need for tailored support, specifically by drawing on universal design for learning. These data made it possible to further develop the Digital Compass in order to improve the institutional support provided. The joint use of a netnography and barometer surveys proved to be a suitable data collection methodology for an iterative study of user experience.
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