摘要：Technology has transformed learning at the postsecondary level and significantlyincreased the prevalence of digital learning environments. As adult educatorsapproach instructional design, they must consider how to apply research-basedpractices that preserve the quality of instruction and provide adult learners withtechnology-based instruction that is relevant. One approach, the use ofcollaborative digital literacy practices, has been highlighted as a highly effectivemethod. The current study explored perceived levels of confidence and importancewith collaborative digital literacy practices among adult learners (n = 51) in digitallearning environments by applying a quantitative pre-post test design. Data wereanalysed descriptively (i.e., frequency counts for experiences with fivecollaborative digital literacy practices) and inferentially (i.e., mean comparisonsfor perceived levels of confidence and importance were made with paired sample tteststatistical analyses). Findings revealed five statistically significant findingsrelated to participants’ perceived levels of confidence with collaborative digitalliteracy practices, and four statistically significant findings were reported forparticipants’ perceived levels of importance. Implications associated with thesefinding were discussed, along with limitations and recommendations for futurestudies in this area.
