Digital Literacy: An Investigation into Perceived Competencies of Open Distance Learning Students in the Eastern Cape Province of South Africa

The aim of this study was to investigate and describe the perceived digital literacy competencies of open distance learning students at the University of South Africa in the Eastern Cape province of South Africa. In this study, I examined whether there is a statistically significant relationship between the independent variables, attitudes towards digital technology for academic purposes, use of the Learner Management System, attendance at regional digital literacy workshops, and the dependent variable, perceived digital literacy competencies. In this study, I employed the new conceptual framework of e-skills for digital inclusion by Pokpas to investigate the perceived digital literacy competencies of the students. I used a quantitative research approach which is used to examine relationships between variables and statistical procedures to analyse the data. The study concluded that most students have high self-perceived digital literacy competencies. Statistically significant positive relationships were found between attitude towards digital technology for educational purposes, use of the Learner Management System, attendance at regional digital literacy workshops and perceived digital literacy competencies. Recommendations were made to revisit the marketing strategy, the offering of digital literacy workshops, and the admission policy and to include a digital literacy competency assessment test for all students. The study recommended further research to test the actual digital literacy competencies of the students, emphasising the importance for all students to be digitally literate. This is not only for achieving academic success but also for being able to operate effectively and efficiently in the digital society and being prepared for the 4IR.