COMPARATIVE STUDY DIGITAL LITERACY HABITS OPEN DISTANCE LEARNING AND NON OPEN DISTANCE LEARNING

Abstract

The rapid advancement of digital technology has profoundly transformed the landscape of higher education, necessitating robust digital competencies among students, especially in distance learning environments. This study aims to compare the digital habits of students enrolled in Open and Open Distance Learning (ODL) with those of students attending Conventional Higher Education institutions (Non-ODL) in Indonesia. A quantitative survey approach was employed, utilizing a 30-item Likert-scale questionnaire that measures four primary dimensions of digital habits: technical digital skills, digital information literacy, utilization of academic digital tools/resources, and digital habits in the context of mathematics learning. The survey collected responses from 90 participants (50 ODL students and 40 Non-ODL students). Data analysis included descriptive statistics, normality tests, and comparative analysis using the Mann-Whitney U Test for both overall and dimension-specific scores. The results indicate that, on average, ODL students scored slightly higher in total digital habit scores than their Non-ODL counterparts; however, this difference was not statistically significant. Further analysis at the dimension level revealed significant differences in two key areas. First, ODL students exhibited significantly higher scores in the dimension of technical digital skills (p = 0.011), indicating superior competence in operating computers, using various software, troubleshooting, and managing digital data. This advantage is likely attributed to the self-directed and technology-driven nature of distance learning, which compels students to become more adaptive and proactive in utilizing digital tools. Second, Non-ODL students demonstrated significantly higher proficiency in the utilization of academic digital tools and resources, such as artificial intelligence (AI), Google Scholar, and Mendeley (p = 0.027). This finding may reflect the benefit of greater access to campus facilities and direct guidance from instructors in conventional learning environments. No significant differences were observed in digital information literacy or mathematics-related digital habits between the two groups, suggesting that basic digital literacy and the use of digital resources for mathematics learning are relatively equivalent across both modes of education. These findings underscore the importance of targeted interventions: distance learning institutions should enhance the integration and promotion of academic digital tools (such as AI and reference management software) for their students, while conventional universities should further develop students’ technical digital skills. Higher education institutions are encouraged to systematically incorporate digital literacy training into their curricula and academic services, thereby preparing students for the demands and opportunities of the digital era.