Students in higher education: Social and academic uses of digital technology

Gallardo-Echenique, Eliana; Molías, Luis Marqués; Bullen, Mark

doi:10.7238/rusc.v12i1.2078

Cited by 55 publications

(35 citation statements)

References 28 publications

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“…Less than 40% use production and cloud storage tools with some frequency. Our results coincide with those of other researchers (Gallardo et al, 2015;Kennedy et al, 2008;Margaryan et al, 2011). Web search tools and instant messaging are among the most frequently used technologies for informal learning situations or university academic life.…”

Section: Resultssupporting

confidence: 91%

University students’ self-regulated learning using digital technologies

Domínguez

García

2017

Int J Educ Technol High Educ

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Analysing the process by which students-whether at university or not-manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the "Survey of Self-regulated Learning with Technology at the University" was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain) was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated selfregulated levels.

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Section: Resultssupporting

confidence: 91%

University students’ self-regulated learning using digital technologies

Domínguez

García

2017

Int J Educ Technol High Educ

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“…when surveying on the use of diverse types of technologies, or technologies in general). There were 52 papers categorized under ICT, with studies mainly focused on the use of ICT to support students learning in an academic and social perspectives (29) (Edmunds, Thorpe, & Conole, 2012;Gallardo Echenique, Marqués Molías, & Bullen, 2015). Studies looked at how digitally mastered students are using ICT and if there are differences of use identified between different age groups, showing there are no significant difference (Lai & Hong, 2015;Romero, Guitert, Sangrà, & Bullen, 2013).…”

Section: B Information and Communication Technologies (Ict)mentioning

confidence: 99%

Digital technologies in support of students learning in Higher Education: literature review

Pinto

Leite

2020

DER

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Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.

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“…There are studies and experiments that indicate the convenience of incorporating social networks into university teaching, supporting face-toface lecture (Castañeda-Quintero, 2010;Donlan, 2014;Gértrudix, 2009;Gewerc-Barujel, Montero-Mesa & Lama-Penín, 2014;Helvie-Mason & Edwards, 2010;Hoyer, Thompson, LeBleu & Collard, 2010;Piscitelli, Adaime & Binder, 2010;Raacke & Bonds-Raacke, 2013;Toro-Araneda, 2010, Túñez-López & Sixto-García, 2012, through discussions, knowledge transfer (Álvarez & López, 2013), evaluation (García-Suárez, Trigueros-Cervantes & Rivera-García, 2015) or the announcement of topics or ideas (Gallardo-Echenique, Marqués-Molías & Bullen, 2015;Peixoto, 2015).…”

Section: Theoretical Justificationmentioning

confidence: 99%

Longitudinal Study on Social Networks as a Didactic Method

Gallego

López-Martínez

Montaño

2019

magis

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Margarita r. rodríguez-gallego margaguez@us.es university of seville, spain http://orcid.org/0000-0001-6959-4829 antonia lópez-Martínez anlomar@us.es university of seville, spain https://orcid.org/0000-0003-3460-9546 María José navarro-Montaño maripe@us.es university of seville, spain AbstractThis article gathers the perceptions of students on social networks, as a didactic method, with the aim of searching and designing didactic strategies to adapt the contents and methodology to the new technological context. The participants were university students of Early Childhood and Primary Education in 2013-2014 and 2016-2017. A longitudinal study was conducted with a descriptive, non-experimental methodology and the semi-structured questionnaire used was validated through factorial and cluster analyses. The students from both degrees showed a polarization and dispersion of opinions about social networks, which could be related to a more critical attitude toward their advantages and disadvantages. Article description | Descripción del artículoIn this scientific research article, derived from the project Diagnosis and training of teachers for the incorporation of ICT in classes with functional diversity, the authors carried out a longitudinal study about the perceptions of student teachers on social networks as a didactic method, with the aim of searching and designing didactic strategies in the classroom and adapting the contents and the methodology to new technological means, structures and applications.

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Students in higher education: Social and academic uses of digital technology

Cited by 55 publications

References 28 publications

University students’ self-regulated learning using digital technologies

University students’ self-regulated learning using digital technologies

Digital technologies in support of students learning in Higher Education: literature review

Longitudinal Study on Social Networks as a Didactic Method

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