DIGITAL COMPETENCES: A LOOK FROM THEIR APPRAISING CRITERIA ABOUT THE LEARNING STYLES

A good number of students entering the university experiences difficulties in relating to technological means and digital tools. This article presents the results of a study that sought to structure criteria contents for the evaluation of the level of performance of the digital competence, based on the design of activities by learning styles in first semester students of the Universidad de Caldas and Universidad Nacional in Manizales. After the context analysis and the implementation of the Honey-Alonso Learning Styles Questionnaire (CHAEA), strategies to strengthen these competencies were implemented, through a digital primer containing several activities, identified by the multivariate analysis method, by learning styles and performance levels. It was followed through a virtual classroom in the Moodle platform, according to the description that the digital primer presents in this respect. Subsequently, the students recorded and evaluated the experience, using self-report values, under Likert scale conditions. Finally, the data were systematized and analyzed using discriminant analysis, using the SPSS statistics v. 22. The overcoming of one-dimensionality by three-dimensionality is considered in this study as a methodological shift that is ontologically closely related to the same competence when linking technologies, skills and training