Variability in University Students’ Use of Technology: An 'Approaches to Learning' Perspective

Mimirinis, Mike (2016) Variability in University Students’ Use of Technology: An 'Approaches to Learning' Perspective. Journal of Interactive Learning Research, 27 (4). pp. 317-338. ISSN 1093-023X

Accepted Version
Available under the following license: Creative Commons Attribution Non-commercial No Derivatives.

Download (642kB) | Preview
[img] Other (Acceptance)
Restricted to Repository staff only

Download (464kB) | Request a copy
Official URL:


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: Journal Article
Additional Information: Copyright © 2016 the Association for the Advancement of Computing in Education (AACE). []. This is the author's own accepted version. AACE's definitive version can be found at:
Keywords: university teaching, approaches to learning, higher education, blended learning, case study, cross-case study
Faculty: ARCHIVED Faculty of Health, Social Care & Education (until September 2018)
Depositing User: Ian Walker
Date Deposited: 21 Dec 2016 15:38
Last Modified: 04 May 2022 10:24

Actions (login required)

Edit Item Edit Item