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dc.contributor.authorGarcía Martínez, José Antonio
dc.contributor.authorRosa-Napal, Francisco-César
dc.contributor.authorRomero Tabeayo, Isabel
dc.contributor.authorLópez-Calvo, Sara
dc.contributor.authorFuentes Abeledo, Eduardo José
dc.date.accessioned2020-10-05T08:01:48Z
dc.date.available2020-10-05T08:01:48Z
dc.date.issued2020
dc.identifier.citationGarcía-Martínez J-A, Rosa-Napal F-C, Romero-Tabeayo I, López-Calvo S, Fuentes-Abeledo E-J. Digital Tools and Personal Learning Environments: An Analysis in Higher Education. Sustainability. 2020; 12(19):8180
dc.identifier.urihttp://hdl.handle.net/10347/23365
dc.description.abstractThe effective use of Information and Communications Technology (ICT) and the discussion surrounding its educational contributions in formal settings are key elements in the analysis of personal learning environments (PLE). The aim of this study was to analyze the tools that students use to access information, create content, and share and interact in the framework of higher education. The study took a quantitative approach, using an ex post facto, transactional design. Data collection was via the application of a questionnaire to a stratified probabilistic sample (n = 1187) of university students on di erent courses at the National University (Costa Rica). Analysis of the data showed moderate use of tools in students’ PLEs. Students made more frequent use of resources aimed at accessing information, followed by applications for sharing and interacting, and, to a lesser extent, content creation. We also found significant differences in the use of tools depending on sex, previous education in technology, and academic performance. We recommend the inclusion of open, flexible learning strategies in university education which incorporate the various technological resources available in the digital era to ensure the development of PLEs and lifelong learning.
dc.description.sponsorshipThis article was produced within the research framework: “Ecologías de aprendizaje en la era digital: nuevas oportunidades para la formación del profesorado de educación secundaria” (Learning ecologies in the digital age: new opportunities for secondary education teacher training) (ECO4LEARN-SE), partially financed by the Ministry of Science, Innovation, and Universities (Reference RTI2018-095690-B-I00)
dc.language.isoeng
dc.publisherMDPI
dc.rights© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/)
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectICT
dc.subjectPersonal learning environment
dc.subjectWeb 2.0
dc.subjectUniversity students
dc.subjectFormal education
dc.subjectHigher education
dc.titleDigital Tools and Personal Learning Environments: An Analysis in Higher Education
dc.typeinfo:eu-repo/semantics/article
dc.identifier.DOI10.3390/su12198180
dc.relation.publisherversionhttps://doi.org/10.3390/su12198180
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.e-issn2071-1050
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.contributor.affiliationUniversidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
dc.contributor.affiliationUniversidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
dc.description.peerreviewedSI


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© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/)
Except where otherwise noted, this item's license is described as  © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/)





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