DIGITAL DIVIDE BETWEEN FACULTY AND STUDENTS IN POST-GRADUATE EDUCATION
DOI:
https://doi.org/10.11603/me.2414-5998.2018.3.9330Keywords:
digital competence of faculty and students, digital divide, post-graduate professional education, new competences of a lecturer.Abstract
The aim of the work – to identify the reasons for the inadequate teacher’s digital competence and the digital divide between faculty, students and users of M-Health and E-health services as a problem of higher education institutions in transition to distance education and a wider inclusion to e-education space and modern digital medicine.
The main body. The essence and content of the new competences in digital technology for faculty and students are considered in The Digital Competency Framework 2018 together with associated tools in the updated version of key competences for life long specialist training, approved by the European Parliament and the European Council on January 17, 2018. The reasons of digital divide between faculty, students of postgraduate education courses and users of e-education and digital medicine are analyzed. Conclusions are made aiming at overcoming the digital divide between faculty, students and users of digital technologies.
Conclusions. Development of effective e-learning and e-health is impossible without overcoming the digital divide between listeners and teachers, doctors and patients, as well as m-Health and e-Health users. To overcome digital divide and gain competence, it is necessary to combine the efforts of educational institutions, communities and the state in order to create appropriate institutions and funded programs and eliminate the digital incompetence of faculty, doctors, teachers and certain older population groups. The acquisition of digital competence by faculty and students will significantly improve the quality and availability of educational services and results of quality management in the educational process based on international standards.
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