Chilean University Students’ Digital Learning Technology Usage Patterns and Approaches to Learning

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dc.catalogadorgjm
dc.contributor.authorGonzález Ugalde, Carlos Hugo
dc.contributor.authorLópez, Dany
dc.contributor.authorCalle Arango, Lina
dc.contributor.authorMontenegro, Helena
dc.contributor.authorClasing, Paula
dc.date.accessioned2023-04-26T14:18:13Z
dc.date.available2023-04-26T14:18:13Z
dc.date.issued2022
dc.description.abstractPurpose: This study aims to explore Chilean students’ digital technology usage patterns and approaches to learning. Design/Approach/Methods: We conducted this study in two stages. We worked with one semester learning management systems (LMS), library, and students’ records data in the first one. We performed a k-means cluster analysis to identify groups with similar usage patterns. In the second stage, we invited students from emerging clusters to participate in group interviews. Thematic analysis was employed to analyze them. Findings: Three groups were identified: 1) Digital library users/high performers, who adopted deeper approaches to learning, obtained higher marks, and used learning resources to integrate materials and expand understanding; 2) LMS and physical library users/mid-performers, who adopted mainly strategic approaches, obtained marks close to average, and used learning resources for studying in an organized manner to get good marks; and 3) Lower users of LMS and library/mid-low performers, who adopted mainly a surface approach, obtained mid-to-lower-than-average marks, and used learning resources for minimum content understanding. Originality/Value: We demonstrated the importance of combining learning analytics data with qualitative methods to make sense of digital technology usage patterns: approaches to learning are associated with learning resources use. Practical recommendations are presented.
dc.description.funderAgencia Nacional de Investigación y Desarrollo
dc.description.funderFondecyt Regular
dc.description.funderIniciativa Milenio
dc.description.funderMillennium Nucleus
dc.description.funderFondecyt
dc.fechaingreso.objetodigital2023-04-26
dc.fuente.origenSCOPUS
dc.identifier.doi10.1177/20965311211073538
dc.identifier.eissn2632-1742
dc.identifier.issn2096-5311
dc.identifier.scopusidSCOPUS_ID:85123636121
dc.identifier.urihttps://journals.sagepub.com/doi/10.1177/20965311211073538
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66847
dc.information.autorucInstituto de filosofía; González Ugalde, Carlos Hugo; 0000-0002-3154-0777; 91545
dc.information.autorucFacultad de educación; Calle Arango, Lina; 0000-0003-4362-3075; 1070650
dc.issue.numero1
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final64
dc.pagina.inicio37
dc.revistaECNU Review of Education
dc.rightsacceso abierto
dc.subjectAcademic performance
dc.subjectApproaches to learning
dc.subjectDigital technology
dc.subjectLearning analytics
dc.titleChilean University Students’ Digital Learning Technology Usage Patterns and Approaches to Learning
dc.typeartículo
dc.volumen5
sipa.codpersvinculados91545
sipa.codpersvinculados1070650
sipa.indexScopus
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