Variability in university students' use of technology: an 'approaches to learning' perspective

Mimirinis, Mike ORCID: https://orcid.org/0000-0003-1835-9348 (2016) Variability in university students' use of technology: an 'approaches to learning' perspective. Journal of Interactive Learning Research, 27 (4). ISSN 1093-023X

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Abstract

This study reports the results of a cross-case study analysis of how students’ approaches to learning are demonstrated in blended learning environments. It was initially propositioned that approaches to learning as key determinants of the quality of student learning outcomes are demonstrated specifically in how students utilise technology in blended learning contexts. Three case studies were conducted in a teaching-focused university and the findings of each case were examined across the case studies to determine their relatability. Prominent themes from the cases showed that a deep approach can be consistent with an intentionally selective use of facilities within the online environment. Similarly, a strategic approach can also be consistent with overall higher levels of online activity. Conclusions highlight that approaches to learning within a blended learning context are dependent on the level and the quality of the face-to-face as well as online instruction.

Item Type: Article
Additional Information: © 2016 Association for the Advancement of Computing in Education (AACE) Mimirinis, M. (2016). Variability in University Students’ Use of Technology: An 'Approaches to Learning' Perspective. Journal of Interactive Learning Research, 27(4), 317-338. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved July 6, 2020 from https://www.learntechlib.org/primary/p/173259/.
Subjects: Education
Education > Higher education
Education > Teaching and learning
Education > Teaching and learning > Technology-enhanced learning
Related URLs:
Depositing User: Mike Mimirinis
Date Deposited: 03 Jul 2020 07:04
Last Modified: 06 Jul 2020 16:28
URI: http://repository.uwl.ac.uk/id/eprint/7088

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