Publicación: Motivation and learning strategies in the use of ICTs among university students
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Fecha
2013
Autores
Valentín, Alberto
Mateos, Pedro M.
González-Tablas, María Mar
López, Estrella
García, Inmaculada
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info:eu-repo/semantics/restrictedAccess
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Resumen
Within the European Higher Education Area (EHEA) considerable efforts are being made to promote the incorporation of Information and Communication Technology (ICTs) in Higher Education (HE), together with placing emphasis on the cognitive and motivational components underlying learning. The objectives of this research were to analyze: (a) the relationship between different uses of ICTs and the learning outcomes and (b) the relationship between learning strategies and motivation and the use of ICTs. Four factors explain 57.4% of the total variance of the types of use of ICTs. It is possible to discern four patterns of use of ICTs (Social, Technical, Academic and Educational Platforms). Our results show significant associations of the different uses of ICT with expectations of improved performance and satisfaction. In addition, the Educational Platform Use (EPU) is linked to performance. In turn, the EPU is predicted by learning strategies and motivation variables which point to primarily motivational components. The results are discussed in relation to the difficulties inherent in the process of implementing the EHEA.
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article published by Elsevier in "Computers & Education" on 2013, available online: https://doi.org/10.1016/j.compedu.2012.09.008
artículo publicado por Elsevier en "Computers & Education" en 2013, disponible en línea: https://doi.org/10.1016/j.compedu.2012.09.008
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Valentín, A., Mateos, Pedro. M., González-Tablas, María M., Pérez Sánchez, L., López, E. y García. I. (2013): Motivation and learning strategies in the use of ICTs among university students. En Computers & Education, Vol. 61, pp. 52-58. https://doi.org/10.1016/j.compedu.2012.09.008
Centro
Facultades y escuelas
Departamento
Didáctica, Organización Escolar y Didácticas Especiales