Relationship between Digital Competence and Autonomous Learning of University Students in an Online Learning Environment

Abstract

The purpose of this study was to examine the relationship between digital competence (DC) and autonomous learning (AL) of students in online classes. Respondents were 195 students (semester II = 93 students; semester VI = 102 students) who were determined using a simple random sampling technique. Digital competence data were collected using 28 items of the Students Digital Competence Scale, while autonomous learning data were collected using 12 items of The Autonomous Learning Scale. The data of both variables were then analyzed using descriptive statistics, Mann-Whitney, and Spearman’s using Microsoft Excel and SPSS version 29. The results of the Mann-Whitney test proved that of the two variables and their indicators, only the independence of learning indicator in the AL variable showed a significant difference between the two sample groups (semester II and semester VI). Furthermore, Spearman’s test proved that DC was positively and significantly correlated with AL with a correlation value of 0.612. The indicator that has the highest correlation is: “Evaluate” with “Independence of learning” with a value of 0.582. This fact also found that all DC indicators have a better correlation value with the “Independence of learning” indicator than one other AL indicator, namely “Study habits.” Thus, to support the agenda and culture of autonomous learning through student learning behavior that is initiative and proactive, lecturers, universities, and the government simultaneously and continuously need to pay attention to, strengthen, and at the same time improve student DC.