WELL BEGUN IS HALF DONE. DIGITAL COMPETENCE AND HIGHER EDUCATION

The number of students who are taking distance higher education has constantly been increasing in the last years. The aim of this work is to explore what personal practices influence the effectiveness of online learning, and what factor mainly supports the engagement of students for their academic success. The analysis is based on two parallel studies: a study of 112 (26.8% males; average age 33.5) undergraduate students attending a fully online course and a longitudinal study of a subset of 61 (26.2% males; average age 32.8) students. They responded to a questionnaire to collect demographic data and inquire on the purpose of using Internet applications. The hypotheses are that being familiar and competent with the digital environment could facilitate an academic career. Furthermore, the accomplishment of good results in the first months from enrolment could support students’ motivation to maintain continuity in the achievements during their studies. The findings confirm that students competent in searching and selecting information, organize activities and tasks are effective in exam grades. Moreover, students who have passed their first exam persist in achieving good results over time and succeed in the academic career.