Building Confidence as Digital Learners With Digital Support Across the Curriculum

Abstract

This article describes the implementation and outcomes of incorporating creative digital assignments that utilize emergent social technologies in six college courses across the curriculum during the Spring 2015 term. These projects were supported by a digital learning center providing a website of short video and text tutorials, assignment consultations, class visits, and workshops for both students and instructors. Assessment data and student feedback indicate that, while an initial exposure to digital tools may decrease confidence, repeated exposure and experience can bolster student confidence and enjoyment as digital learners and producers. In addition, assessments reflected positive associations between the number and variety of digital tools utilized by students in their assignments, and the growth in the students’ confidence and enjoyment as digital learners and producers.