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

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Mike Mimirinis, Anglia Ruskin University, United Kingdom

JILR Volume 27, Number 4, October 2016 ISSN 1093-023X


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.


Mimirinis, M. (2016). Variability in University Students’ Use of Technology: An 'Approaches to Learning' Perspective. Journal of Interactive Learning Research, 27(4), 317-338. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2017 from