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

Autors/ores

  • Marta Pinto Faculty of Psychology and Education Science of University of Porto
  • Carlinda Leite Faculty of Psychology and Education Science of University of Porto

DOI:

https://doi.org/10.1344/der.2020.37.343-360

Paraules clau:

digital technologies, ICT, higher education, students, learning, literature review

Resum

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.

Referències

Aldhafeeri, F., & Male, T. (2016). Investigating the learning challenges presented by digital technologies to the College of Education in Kuwait University. Education and Information Technologies, 21(6), 1509-1519. doi:10.1007/s10639-015-9396-2

Alzahrani, M. G. (2017). The effect of using online discussion forums on students’ learning. Turkish Online Journal of Educational Technology, 16(1), 164-176.

Amador, P., & Amador, J. (2014). Academic advising via Facebook: Examining student help seeking. Internet and Higher Education, 21, 9-16. doi:10.1016/j.iheduc.2013.10.003

Andone, D., & Vasiu, R. (2016) MOOCs in higher education—flipped classroom or a new smart learning model? In. Lecture Notes in Educational Technology (pp. 303-307).

Araujo, C. M., Spritzer, I. M. P. A., & de Souza, C. G. (2012). Technology innovation - Electronic game in the Brazilian higher education. Journal of Technology Management and Innovation, 7(3), 32-43.

Aresta, M., Pedro, L., & Santos, C. (2015). Mobile learning and higher education: A theoretical overview. Journal of Mobile Multimedia, 11(1-2), 147-156.

Arias-Masa, J., Alonso-Díaz, L., Cubo-Delgado, S., Gutiérrez-Esteban, P., & Yuste-Tosina, R. (2014). Assessment of the use of synchronous virtual classrooms in higher education. New Educational Review, 38(4), 223-237.

Armstrong & Franklin, T., J. (2008). A review of current and developing international practice in the use of social networking (Web 2.0) in higher education. In: Franklin Consulting.

Aslam, W. (2017). Videoconferencing and higher education teaching in Politics and International Relations classrooms. Politics, 37(4), 500-519. doi:10.1177/0263395716633708

Attia, M. A. (2014) Postgraduate students' perceptions toward online assessment: The case of the faculty of education, Umm Al-Qura university. In: Vol. 24. International Perspectives on Education and Society (pp. 151-173).

Badenhorst, C., & Mather, C. (2014). Blogging geographies. Journal of Geography in Higher Education, 38(2), 193-207. doi:10.1080/03098265.2014.908276

Balakrishnan, B., & Woods, P. C. (2013). A comparative study on real lab and simulation lab in communication engineering from students' perspectives. European Journal of Engineering Education, 38(2), 159-171. doi:10.1080/03043797.2012.755499

Baranova, A. R., & Ladner, R. A. (2016). Role of a game as a mechanism for maintenance of students' educational motives when learning a foreign language. Social Sciences (Pakistan), 11(14), 3623-3626.

Barrett, M. E., Swan, A. B., Mamikonian, A., Ghajoyan, I., Kramarova, O., & Youmans, R. J. (2014). Technology in note taking and assessment: The effects of congruence on student performance. International Journal of Instruction, 7(1), 49-58.

Bartlett, M. E., & Bartlett, J. E. (2016). Case study on the impact of technology on incivility in higher education. Journal of Educators Online, 13(2), 1-18.

Batista, J., Morais, S., & Ramos, F. (2016). Researching the Use of Communication Technologies in Higher Education Institutions in Portugal. In M. Pinheiro & D. Simões (Eds.), Handbook of Research on Engaging Digital Natives in Higher Education Settings (pp. 280 - 303). Hershey, PA, USA: IGI Global.

Becker, S. A., Cummins, M., Davis, A., Freeman, A., Glesinger Hall, C., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Retrieved from Austin, Texas:

Ben Youssef, A., Dahmani, M., & Omrani, N. (2013). Information technologies, students’ e-skills and diversity of learning process. Education and Information Technologies, 20(1), 141-159. doi:10.1007/s10639-013-9272-x

Bennett, D., Rowley, J., Dunbar-Hall, P., Hitchcock, M., & Blom, D. (2016). Electronic portfolios and learner identity: An eportfolio case study in music and writing. Journal of Further and Higher Education, 40(1), 107-124. doi:10.1080/0309877X.2014.895306

Bennett, S., Bishop, A., Dalgarno, B., Kennedy, G., & Waycott, J. (2012). Implementing web 2.0 technologies in higher education: A collective case study. Computers & Education(0). doi:10.1016/j.compedu.2011.12.022

Bharuthram, S., & Kies, C. (2013). Introducing e-learning in a South African higher education institution: Challenges arising from an intervention and possible responses. British Journal of Educational Technology, 44(3), 410-420. doi:10.1111/j.1467-8535.2012.01307.x

Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465-1482. doi:10.1007/s10639-015-9393-5

Blanc, S., Benlloch-Dualde, J. V., & Benet, G. (2015). Engaging students in an undergraduate computer technology course: An active-learning approach. International Journal of Engineering Education, 31(2), 610-618.

Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers and Education, 115, 69-81. doi:10.1016/j.compedu.2017.07.014

Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. Internet and Higher Education, 15(3), 195-203. doi:10.1016/j.iheduc.2011.11.001

Bridges, S., Chang, J. W. W., Chu, C. H., & Gardner, K. (2014). Blended learning in situated contexts: 3-year evaluation of an online peer review project. European Journal of Dental Education, 18(3), 170-179. doi:10.1111/eje.12082

Bullen, M., & Morgan, T. (2015). Digital learners in higher education: Implications for teaching, learning & technology. Teaching and learning in digital worlds: Strategies and issues in higher education, 11-19.

Buraphadeja, V., & Kumar, S. (2012). Content analysis of wiki discussions for knowledge construction: Opportunities and challenges. International Journal of Web-Based Learning and Teaching Technologies, 7(2), 28-42. doi:10.4018/jwltt.2012040103

Carbonell Carrera, C., & Bermejo Asensio, L. A. (2017). Landscape interpretation with augmented reality and maps to improve spatial orientation skill. Journal of Geography in Higher Education, 41(1), 119-133. doi:10.1080/03098265.2016.1260530

Carmen-Ricoy, M., & Da Silva-Couto, M. J. V. (2016). Digital mobile devices and skills to use in the "knowledge society. Convergencia, 23(70), 59-85.

Chang, R. I., Hung, Y. H., & Lin, C. F. (2015). Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs. British Journal of Educational Technology, 46(3), 528-541. doi:10.1111/bjet.12275

Chapple, D., Weir, B., & Martin, R. S. (2017). Can the incorporation of quick response codes and smartphones improve field-based science education? International Journal of Innovation in Science and Mathematics Education, 25(2), 49-71.

Chawinga, W. D. (2017). Taking social media to a university classroom: teaching and learning using Twitter and blogs. International Journal of Educational Technology in Higher Education, 14(1). doi:10.1186/s41239-017-0041-6

Cheng, I. N. Y., Chan, J. K. Y., Kong, S. S. Y., & Leung, K. M. Y. (2016). Effectiveness and obstacle of using Facebook as a tool to facilitate student-centred learning in higher education. Asia-Pacific Forum on Science Learning and Teaching, 17(2).

Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. Walton Hall, Milton Keynes, UK: The Open University, retrieved February, 17, 2011.

Cook-Sather, A. (2017). Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice and positions students as pedagogical partners to prospective high school and practicing college teachers. British Journal of Educational Technology, 48(5), 1143-1152. doi:10.1111/bjet.12523

Cooke, M., Watson, B., Blacklock, E., Mansah, M., Howard, M., Johnston, A., . . . Murfield, J. (2012). Lecture capture: First year student nurses' experiences of a web-based lecture technology. Australian Journal of Advanced Nursing, 29(3), 14-21.

Costa, C., Alvelos, H., & Teixeira, L. (2013). The students' motivation to use the wiki technology: A practical study in higher education. Educacao e Pesquisa, 39(3), 775-790. doi:10.1590/S1517_97022013000300014

Costa, C., & Harris, L. (2017). Reconsidering the technologies of intellectual inquiry in curriculum design. Curriculum Journal, 28(4), 559-577. doi:10.1080/09585176.2017.1308260

Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., . . . Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers and Education, 58(1), 386-396. doi:10.1016/j.compedu.2011.08.025

Dalgarno, B., Reupert, A., & Bishop, A. (2015). Blogging while on professional placement: explaining the diversity in student attitudes and engagement. Technology, Pedagogy and Education, 24(2), 189-209. doi:10.1080/1475939X.2013.847481

Deepak, A. C., Wisner, B. L., & Benton, A. D. (2016). Intersections between Technology, Engaged Learning, and Social Capital in Social Work Education. Social Work Education, 35(3), 310-322. doi:10.1080/02615479.2016.1154661

Dickie, V. A., & Meier, H. (2015). The facebook tutor: Networking education. Ubiquitous Learning, 8(2), 1-12.

Dubovi, I., Levy, S. T., & Dagan, E. (2017). Now I know how! The learning process of medication administration among nursing students with non-immersive desktop virtual reality simulation. Computers and Education, 113, 16-27. doi:10.1016/j.compedu.2017.05.009

Edmunds, R., Thorpe, M., & Conole, G. (2012). Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach. British Journal of Educational Technology, 43(1), 71-84. doi:10.1111/j.1467-8535.2010.01142.x

Estriégana-Valdehita, R., Plata, R. B., & Medina-Merodio, J. A. (2017). Educational technology in flipped course design. International Journal of Engineering Education, 33(4), 1199-1212.

Faizi, R., Chiheb, R., & El Afia, A. (2015). Students' perceptions towards using Web 2.0 technologies in education. International Journal of Emerging Technologies in Learning, 10(6), 32-36. doi:10.3991/ijet.v10i6.4858

Ferrer-Torregrosa, J., Jiménez-Rodríguez, M. Á., Torralba-Estelles, J., Garzón-Farinós, F., Pérez-Bermejo, M., & Fernández-Ehrling, N. (2016). Distance learning ects and flipped classroom in the anatomy learning: Comparative study of the use of augmented reality, video and notes. BMC Medical Education, 16(1). doi:10.1186/s12909-016-0757-3

Fessakis, G., Dimitracopoulou, A., & Palaiodimos, A. (2013). Graphical interaction analysis impact on groups collaborating through blogs. Educational Technology and Society, 16(1), 243-253.

Fuller, I. C., & France, D. (2016). Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom? Journal of Geography in Higher Education, 40(2), 193-206. doi:10.1080/03098265.2016.1141186

Gachago, D., Livingston, C., & Ivala, E. (2016). Podcasts: A technology for all? British Journal of Educational Technology, 47(5), 859-872. doi:10.1111/bjet.12483

Gallardo Echenique, E., Marqués Molías, L., & Bullen, M. (2015). Students in higher education: Social and academic uses of digital technology. RUSC Universities and Knowledge Society Journal, 12(1), 25-37. doi:10.7238/rusc.v12i1.2078

Gan, C., Li, H., & Liu, Y. (2017). Understanding mobile learning adoption in higher education An empirical investigation in the context of the mobile library. Electronic Library, 35(5), 846-860. doi:10.1108/EL-04-2016-0093

García, F., Martin, D., de la Escalera, A., Armingol, J. M., & Al-Kaff, A. H. (2016). Enhancing engineering learning through SPOC courses. International Journal of Technologies in Learning, 23(3), 15-20.

Garcia-Vera, V. E., & Chiner, E. (2017). Factors influencing graduate students' preference of software tools for building engineering applications. International Journal of Engineering Education, 33(1), 128-137.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. doi:10.1016/j.iheduc.2004.02.001

González-Tablas, A. I., De Fuentes, J. M., Hernández-Ardieta, J. L., & Ramos, B. (2013). Leveraging quiz-based multiple-prize web tournaments for reinforcing routine mathematical skills. Educational Technology and Society, 16(3), 28-43.

Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers and Education, 102, 79-89. doi:10.1016/j.compedu.2016.07.003

Hedén, L., & Ahlstrom, L. (2016). Individual response technology to promote active learning within the caring sciences: An experimental research study. Nurse Education Today, 36, 202-206. doi:10.1016/j.nedt.2015.10.010

Heiman, T., & Shemesh, D. O. (2012). Students With LD in Higher Education: Use and Contribution of Assistive Technology and Website Courses and Their Correlation to Students' Hope and Well-Being. Journal of Learning Disabilities, 45(4), 308-318. doi:10.1177/0022219410392047

Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. doi:10.1080/03075079.2015.1007946

Hennessy, C., & Forrester, G. (2014). Developing a framework for effective audio feedback: A case study. Assessment and Evaluation in Higher Education, 39(7), 777-789. doi:10.1080/02602938.2013.870530

Issa, T., Issa, T., & Chang, V. (2012). Technology and higher education: An Australian case study. International Journal of Learning, 18(3), 223-236.

Jabbour, K. K. (2014). An analysis of the effect of mobile learning on lebanese higher education. Informatics in Education, 13(1), 1-15.

Jang, Y. (2015). Convenience matters: A qualitative study on the impact of use of social media and collaboration technologies on learning experience and performance in higher education. Education for Information, 31(1-2), 73-98. doi:10.3233/EFI-150948

Jiménez-Castillo, D., Sánchez-Fernández, R., & Marín-Carrillo, G. M. (2017). Dream team or odd couple? Examining the combined use of lectures and podcasting in higher education. Innovations in Education and Teaching International, 54(5), 448-457. doi:10.1080/14703297.2016.1148622

Jones, N., Georghiades, P., & Gunson, J. (2012). Student feedback via screen capture digital video: Stimulating student's modified action. Higher Education, 64(5), 593-607. doi:10.1007/s10734-012-9514-7

Josefsson, P., Hrastinski, S., Pargman, D., & Pargman, T. C. (2016). The student, the private and the professional role: Students’ social media use. Education and Information Technologies, 21(6), 1583-1594. doi:10.1007/s10639-015-9403-7

Kara, A., Cagiltay, N. E., & Dalveren, Y. (2014). An enhanced course in digital communications. International Journal of Engineering Education, 30(4), 1048-1059.

Kingston, D. G., Eastwood, W. J., Jones, P. I., Johnson, R., Marshall, S., & Hannah, D. M. (2012). Experiences of using mobile technologies and virtual field tours in Physical Geography: Implications for hydrology education. Hydrology and Earth System Sciences, 16(5), 1281-1286. doi:10.5194/hess-16-1281-2012

Klimova, B., & Poulova, P. (2016). Mobile learning in higher education. Advanced Science Letters, 22(5-6), 1111-1114. doi:10.1166/asl.2016.6673

Lai, K. W., & Hong, K. S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46(4), 725-738. doi:10.1111/bjet.12161

Lambert, N., & Watkins, L. (2013). Meet Mohammed: Using simulation and technology to support learning. Journal of Mental Health Training, Education and Practice, 8(2), 66-75. doi:10.1108/JMHTEP-03-2012-0001

Lee, C. Y. (2015). The effects of online peer assessment and family entrepreneurial experience on students’ business planning performance. Turkish Online Journal of Educational Technology, 14(1), 123-132.

Lemus-Zúñiga, L. G., Montañana, J. M., Buendia-García, F., Poza-Luján, J. L., Posadas-Yagüe, J. L., & Benlloch-Dualde, J. V. (2015). Computer-assisted method based on continuous feedback to improve the academic achievements of first-year students on computer engineering. Computer Applications in Engineering Education, 23(4), 610-620. doi:10.1002/cae.21633

Lu, S. C., & Jeng, Y. C. (2012). Mobile learning in higher education: Students' learning effectiveness. ICIC Express Letters, 6(10), 2705-2710.

Maduku, D. K. (2015). Factors of E-book Use Intentions: Perspective of Students in a Developing Country. Perspectives on Global Development and Technology, 14(6), 597-618. doi:10.1163/15691497-12341364

Magogwe, J. M., Ntereke, B., & Phetlhe, K. R. (2015). Facebook and classroom group work: A trial study involving University of Botswana Advanced Oral Presentation students. British Journal of Educational Technology, 46(6), 1312-1323. doi:10.1111/bjet.12204

Mancillas, L. K., & Brusoe, P. W. (2016). Born Digital: Integrating Media Technology in the Political Science Classroom. Journal of Political Science Education, 12(4), 375-386. doi:10.1080/15512169.2015.1096792

Marques, M. A., Viegas, M. C., Costa-Lobo, M. C., Fidalgo, A. V., Alves, G. R., Rocha, J. S., & Gustavsson, I. (2014). How remote labs impact on course outcomes: Various practices using VISIR. IEEE Transactions on Education, 57(3), 151-159. doi:10.1109/TE.2013.2284156

Marstio, T., & Kivelä, S. (2014). Technology enhanced learning in a higher education context: Building bridges by student empowerment and regional development. Nordic Journal of Digital Literacy, 2014(1), 66-87.

Mathews, S., Andrews, L., & Luck, E. (2012). Developing a Second Life virtual field trip for university students: An action research approach. Educational Research, 54(1), 17-38. doi:10.1080/00131881.2012.658197

Mathisen, P. (2012). Video feedback in higher education - a contribution to improving the quality of written feedback. Nordic Journal of Digital Literacy, 2012(2), 97-113.

Mattis, K. V. (2015). Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity. Technology, Knowledge and Learning, 20(2), 231-248. doi:10.1007/s10758-014-9238-0

Menkhoff, T., & Bengtsson, M. L. (2012). Engaging students in higher education through mobile learning: Lessons learnt in a Chinese entrepreneurship course. Educational Research for Policy and Practice, 11(3), 225-242. doi:10.1007/s10671-011-9123-8

Merhi, M. I. (2015). Factors influencing higher education students to adopt podcast: An empirical study. Computers and Education, 83, 32-43. doi:10.1016/j.compedu.2014.12.014

Migin, M. W., & Falahat, M. (2016). Effect of social media usage on university students in an emerging country. Turkish Online Journal of Educational Technology, 2016(NovemberSpecialIssue), 803-808.

Mirriahi, N., Liaqat, D., Dawson, S., & Gašević, D. (2016). Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms. Educational Technology Research and Development, 64(6), 1083-1106. doi:10.1007/s11423-016-9449-2

Muñoz-Repiso, A. G. V., & Tejedor, F. J. T. (2012). The incorporation of ICT in higher education. the contribution of ROC curves in the graphic visualization of differences in the analysis of the variables. British Journal of Educational Technology, 43(6), 901-919. doi:10.1111/j.1467-8535.2011.01270.x

Neira, E. A. S., Salinas, J., & Crosetti, B. B. (2017). Emerging Technologies (ETs) in education: A systematic review of the literature published between 2006 and 2016. International Journal of Emerging Technologies in Learning, 12(5), 128-149. doi:10.3991/ijet.v12i05.6939

Norman, H., Din, R., Nordin, N., & Ryberg, T. (2013). A review on the use and perceived effects of mobile blogs on learning in higher educational settings. Asian Social Science, 10(1), 209-222. doi:10.5539/ass.v10n1p209

Novakovich, J., Miah, S., & Shaw, S. (2017). Designing curriculum to shape professional social media skills and identity in virtual communities of practice. Computers and Education, 104, 65-90. doi:10.1016/j.compedu.2016.11.002

Olelewe, C. J., & Agomuo, E. E. (2016). Effects of B-learning and F2F learning environments on students' achievement in QBASIC programming. Computers and Education, 103, 76-86. doi:10.1016/j.compedu.2016.09.012

Parkes, M., & Fletcher, P. (2017). A longitudinal, quantitative study of student attitudes towards audio feedback for assessment. Assessment & Evaluation in Higher Education, 42(7), 1046-1053. doi:10.1080/02602938.2016.1224810

Pedró, F. (2009). New Millenium Learners in Higher Education: Evidence and Policy Implications. In International Conference on 21st Century Competencies, Brussels: OECD/CERI.

Pedro, L., Barbosa, C., & Santos, C. (2018). A critical review of mobile learning integration in formal educational contexts. International Journal of Educational Technology in Higher Education, 15(1), 10.

Pinto, M., Souza, F., Nogueira, F., Balula, A., Pedro, L., Pombo, L., Ramos, F., Moreira, A. (2012). Tracing the use of communication technologies in higher education - a literature review. In CSEDU 2012 4th International Conference on Computer Supported Education Proceedings, Porto,181-186.

Pomerol, J. C., Epelboin, Y., & Thoury, C. (2015). MOOCs and Higher Education. MOOCs, 83-100.

Raes, A., Vanderhoven, E., & Schellens, T. (2015). Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education. Studies in Higher Education, 40(1), 178-193. doi:10.1080/03075079.2013.823930

Romero, M., Guitert, M., Sangrà, A., & Bullen, M. (2013). Do UOC students fit in the net generation profile? An approach to their habits in ICT use. International Review of Research in Open and Distance Learning, 14(3), 158-181.

Russo, T., Zhang, J., & Fallon, M. (2015). Influence of perceived technology use of university students on academic and social performance in college. International Journal of Interdisciplinary Civic and Political Studies, 10(2), 17-31.

Samir Abou El-Seoud, M., Taj-Eddin, I. A. T. F., Seddiek, N., El-Khouly, M. M., & Nosseir, A. (2014). E-learning and students' motivation: A research study on the effect of e-learning on higher education. International Journal of Emerging Technologies in Learning, 9(4), 20-26. doi:10.3991/ijet.v9i4.3465

Sánchez-Lugo, J., & Domínguez-Flores, N. (2013). The use of mobile technologies by undergraduate students from the university of Puerto Rico system. Ubiquitous Learning, 5(3), 53-66.

Sayımer, İ., Yüksel, A., & Demir, B. (2015). Transformatıon of instructıonal and learnıng paradıgm in dıgıtal age: Socıal networkıng practıces and academıc expectatıons of hıgher educatıon students in Turkey. Turkish Online Journal of Educational Technology, 2015, 782-789.

Seale, J. (2013). When digital capital is not enough: Reconsidering the digital lives of disabled university students. Learning, Media and Technology, 38(3), 256-269. doi:10.1080/17439884.2012.670644

Seale, J., Georgeson, J., Mamas, C., & Swain, J. (2015). Not the right kind of 'digital capital'? An examination of the complex relationship between disabled students, their technologies and higher education institutions. Computers and Education, 82, 118-128. doi:10.1016/j.compedu.2014.11.007

Selwyn, N. (2016). Is technology good for education? : John Wiley & Sons.

Selwyn, N., Henderson, M., Finger, G., Larkin, K., Smart, V., and Chao, S. (2016). What works and Why? Understanding successful technology enabled learning within institutional contexts Part B Appendices. Canberra, ACT: Australian Government Office for Learning and Teaching.

Sheriff, R. E. (2012). An evaluation of students' and lecturers' use of technologies: An engineering case study. Engineering Education, 7(1), 33-46. doi:10.11120/ened.2012.07010033

Shurygin, V. Y., & Krasnova, L. A. (2016). Electronic learning courses as a means to activate students’ independent work in studying physics. International Journal of Environmental and Science Education, 11(8), 1743-1751. doi:10.12973/ijese.2016.551a

Sieche, S., Krey, B., & Bastiaens, T. J. (2013). Investigating students' usage and acceptance of electronic books. Journal of Educational Multimedia and Hypermedia, 22(4), 465-487.

Siemens, & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. In. Retrieved from http://umanitoba.ca/learning_technologies/cetl/HETL.pdf

Siemens, G., & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. In. Retrieved from http://umanitoba.ca/learning_technologies/cetl/HETL.pdf

Singh, U. G., & Wassermann, J. M. (2016). A Story of a Journey in Implementing an E-Assessment System at a South African University. Africa Education Review, 13(3-4), 1-16. doi:10.1080/18146627.2016.1202549

Sleeman, J., Lang, C., & Lemon, N. (2016). Social Media Challenges and Affordances for International Students: Bridges, Boundaries, and Hybrid Spaces. Journal of Studies in International Education, 20(5), 391-415. doi:10.1177/1028315316662975

Sobaih, A. E. E., & Moustafa, M. A. (2016). Speaking the Same Language: The Value of Social Networking Sites for Hospitality and Tourism Higher Education in Egypt. Journal of Hospitality and Tourism Education, 28(1), 21-31. doi:10.1080/10963758.2015.1127169

Solmaz, O. (2016). #Beyond140: Helping pre-service teachers construct a community of inquiry on twitter. Turkish Online Journal of Educational Technology, 15(4), 1-15.

Sopina, E., & McNeill, R. (2015). Investigating the relationship between quality, format and delivery of feedback for written assignments in higher education. Assessment and Evaluation in Higher Education, 40(5), 666-680. doi:10.1080/02602938.2014.945072

Srifa, P. (2016). Learning and teaching environments by using virtual reality technology. Turkish Online Journal of Educational Technology, 2016(DecemberSpecialIssue), 1-5.

Stevenson, M. E., & Hedberg, J. G. (2017). Mobilizing learning: a thematic review of apps in K-12 and higher education. Interactive Technology and Smart Education, 14(2), 126-137. doi:10.1108/ITSE-02-2017-0017

Stewart, K. D., & Ivala, E. (2017). Silence, voice, and “other languages”: Digital storytelling as a site for resistance and restoration in a South African higher education classroom. British Journal of Educational Technology, 48(5), 1164-1175. doi:10.1111/bjet.12540

Terrion, J. L., & Aceti, V. (2012). Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen Chemistry students. Research in Learning Technology, 20(2). doi:10.3402/rlt.v20i0.16150

Tolulope, A. E., Adenubi, O. S., & Oluwole, F. C. (2015). Evaluating undergraduates’ attitude towards the use of podcast for learning selected educational technology concepts. Global Media Journal, 2015.

Tri-Agif, I., Noorhidawati, A., & Ghalebandi, S. G. (2016). Continuance intention of using e-book among higher education students. Malaysian Journal of Library and Information Science, 21(1), 19-33.

Umek, L., Keržič, D., Aristovnik, A., & Tomaževič, N. (2017). An assessment of the effectiveness of moodle e-learning system for undergraduate Public Administration education. International Journal of Innovation and Learning, 21(2), 165-177. doi:10.1504/IJIL.2017.081939

Valentín, A., Mateos, P. M., González-Tablas, M. M., Pérez, L., López, E., & García, I. (2013). Motivation and learning strategies in the use of ICTs among university students. Computers and Education, 61(1), 52-58. doi:10.1016/j.compedu.2012.09.008

Vázquez-Cano, E., Meneses, E. L., & Sánchez-Serrano, J. L. S. (2015). Analysis of social worker and educator's areas of intervention through multimedia concept maps and online discussion forums in higher education. Electronic Journal of e-Learning, 13(5), 333-346.

Viberg, O., & Grönlund, Å. (2013). Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China. Computers and Education, 69, 169-180. doi:10.1016/j.compedu.2013.07.014

Virtanen, M. A., Kääriäinen, M., Liikanen, E., & Haavisto, E. (2017). The comparison of students’ satisfaction between ubiquitous and web-basedlearning environments. Education and Information Technologies, 22(5), 2565-2581. doi:10.1007/s10639-016-9561-2

Virtanen, P., Myllärniemi, J., & Wallander, H. (2013). Diversifying higher education: Facilitating different ways of learning. Campus-Wide Information Systems, 30(3), 201-211. doi:10.1108/10650741311330384

Waldeck, J. H., & Dougherty, K. (2012). Collaborative communication technologies and learning in college courses: Which are used, for what purposes, and to what ends? Learning, Media and Technology, 37(4), 355-378. doi:10.1080/17439884.2011.592497

Waycott, J., Thompson, C., Sheard, J., & Clerehan, R. (2017). A virtual panopticon in the community of practice: Students' experiences of being visible on social media. Internet and Higher Education, 35, 12-20. doi:10.1016/j.iheduc.2017.07.001

Weller, M. (2007). Virtual learning environments: Using, choosing and developing your VLE: Routledge.

Wesch, M. (2009). From Knowledgable to Knowledge-able: Learning in New Media Environments. The Academic Commons Magazine. Retrieved from http://academiccommons.org/

Wihlborg, M., Friberg, E. E., Rose, K. M., & Eastham, L. (2017). Facilitating learning through an international virtual collaborative practice: A case study. Nurse Education Today, 61, 3-8. doi:10.1016/j.nedt.2017.10.007

Yang, J. L., Coleman, K., Das, M., & Hawkins, N. (2015). Integrated career development learning and ePortfolios: Improving student self-efficacy in employability skills in an undergraduate science course. International Journal of Adult, Community and Professional Learning, 22(1), 1-17.

Yi, Y. J., You, S., & Bae, B. J. (2016). The influence of smartphones on academic performance: The development of the technology-to-performance chain model. Library Hi Tech, 34(3), 480-499. doi:10.1108/LHT-04-2016-0038

Zacharis, N. Z. (2012). Predicting college students' acceptance of podcasting as a learning tool. Interactive Technology and Smart Education, 9(3), 171-183. doi:10.1108/17415651211258281

Zitzelsberger, H., Campbell, K. A., Service, D., & Sanchez, O. (2015). Using wikis to stimulate collaborative learning in two online health sciences courses. Journal of Nursing Education, 54(6), 352-355. doi:10.3928/01484834-20150515-08

Descàrregues

Publicades

2020-06-30

Número

No 37 (2020): Number 37 June 2020 [Monographic] Digital learning: distraction or default for the future

Secció

Artículos revisados por pares

Llicència

The authors who publish in this journal agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication.
  2. The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
  3. In order to mention the works, you must give credit to the authors and to this Journal.
  4. Digital Education Review, DER,  does not accept any responsibility for the points of view and statements made by the authors in their work.