Southern Illinois University Edwardsville, School of Pharmacy, Edwardsville, IL 62025, United States.
Class of 2020, Southern Illinois University Edwardsville, United States.
Curr Pharm Teach Learn. 2021 May;13(5):506-511. doi: 10.1016/j.cptl.2021.01.004. Epub 2021 Jan 26.
Digital badging may address the need to document skills developed in the co-curriculum. This study examined students' perceptions of the value, motivating factors, and challenges for participating in digital badging.
An online survey was emailed to first, second, and third year pharmacy students at Southern Illinois University Edwardsville. Year in school, pharmacy grade point average, organizational membership, and level of organization leadership was obtained. The survey used a five-point Likert rating and consisted of: nine perceived values categorized as value for recognition, motivation for participation, and learning; eleven motivating factors including intrinsic and extrinsic; and seven challenges for pursuing a digital badge. Overall likelihood to pursue a digital badge, motivating factors to pursue a digital badge, and top potential badge options were also queried. Appropriate statistical tests were performed to determine associations with variables and likelihood to pursue a digital badge.
A total of 116 usable responses were received (48.9% response rate). A majority indicated that digital badges had perceived value for all three categories queried. Both extrinsic and intrinsic motivators were important in predicting likelihood to pursue a digital badge. The influence of challenges did not explain the variations in likelihood to pursue a digital badge. Leadership and community engagement were the top two desired digital badges.
Survey data provided insights for determining best practices for designing a digital badge to differentiate skills among students. Further research and evaluation of an implemented digital badge is necessary for defining best practices in digital badging.
数字徽章可以满足记录课程外培养的技能的需求。本研究考察了学生对参与数字徽章的价值、激励因素和挑战的看法。
向南伊利诺伊大学爱德华兹维尔分校的一年级、二年级和三年级药学专业的学生发送了一份在线调查。获取了学生的年级、药学平均绩点、组织成员身份和组织领导级别。该调查使用五点李克特评分，包括：九项被认为具有价值的项目，分为认可价值、参与动机和学习价值；十一项激励因素，包括内在和外在；以及追求数字徽章的七个挑战。还询问了总体追求数字徽章的可能性、追求数字徽章的激励因素以及潜在的顶级徽章选项。进行了适当的统计检验，以确定与变量和追求数字徽章的可能性的关联。
共收到 116 份有效回复（48.9%的回复率）。大多数人表示数字徽章在所有三个被调查的类别中都具有感知价值。外在和内在激励因素对预测追求数字徽章的可能性都很重要。挑战的影响并不能解释追求数字徽章的可能性的差异。领导力和社区参与是最受欢迎的两个数字徽章。
调查数据为确定设计数字徽章以区分学生技能的最佳实践提供了见解。需要进一步研究和评估实施的数字徽章，以确定数字徽章的最佳实践。
