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Lópeza, Lina Calle-Arangoa  \nPontificia Universidad Católica de Chile – Millennium Nucleus  \nHelena Montenegro  \nUniversidad de Chile – Millennium Nucleus Paula Clasing   \nUniversity of Michigan  \nECNU Review of Education 2022, Vol. 5(1) 37–64 © The Author(s) 2022 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311211073538](DOI: 10.1177/20965311211073538)[ ](DOI: 10.1177/20965311211073538)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study aims to explore Chilean students’ digital technology usage patterns and approaches to learning.  \nDesign/Approach/Methods: We conducted this study in two stages. We worked with one semester learning management systems (LMS), library, and students’ records data in the firstone. We performed a k-means cluster analysis to identify groups with similar usage patterns. In the second stage, we invited students from emerging clusters to participate in group interviews. Thematic analysis was employed to analyze them.  \nFindings: Three groups were identified: 1) digital library users/high performers, who adopted deeper approaches to learning, obtained higher marks, and used learning resources to integrate materials and expand understanding; 2) LMS and physical library users/mid-performers, who adopted mainly strategic approaches, obtained marks close to average, and used learning resources  \nCorresponding author:  \nCarlos González, Faculty of Education, Pontificia Universidad Católica de Chile – Millennium Nucleus, NMEdSup, Av. Vicuña Mackenna 4860, Macul, Santiago, Chile.  \nEmail: [cgonzalu@uc.cl](cgonzalu@uc.cl)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nfor studying in an organized manner to get good marks; and 3) lower users of LMS and library/midlow performers, who adopted mainly a surface approach, obtained mid-to-lower-than-average marks, and used learning resources for minimum content understanding.  \nOriginality/Value: We demonstrated the importance of combining learning analytics data with qualitative methods to make sense of digital technology usage patterns: approaches to learning are associated with learning resources use. Practical recommendations are presented.  \nKeywords  \nAcademic performance, approaches to learning, digital technology, learning analytics Date received: 6 November 2020; revised: 9 April 2021; accepted: 24 September 2021  \nIntroduction  \nSince the early 21st century, there has been increasing use of digital technology in higher education institutions. This has led, as a consequence, to the fact that the contemporary students’ experience of learning intertwines the more traditional university physical spaces with an array of digital resources (Ellis & Goodyear, 2013) . Physical learning spaces encompass classrooms, study rooms, and libraries. In conjunction with these, learning management systems (LMS) and the digital library are the most common digital resources that institutions provide (Ghazal et al., 2018; Montenegro et al., 2016) . Besides, students tend to use other non-institutional digital resources for learning activities, such as information searching, communicating with peers, or collaborating (Eid & Al-Jabri, 2016) . This implies that, in the everyday learning experience, students navigate be","cbCaic3XaO4w9i6d","https://ap.wps.com/l/cbCaic3XaO4w9i6d","pdf",872714,28,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Learning analytics","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study explores Chilean students’ digital technology usage patterns and their approaches to learning.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used two stages: analysis of LMS/library and student records with k-means clustering, followed by group interviews with students from emerging clusters and thematic analysis.\"},{\"question\":\"What learning groups were identified in the findings?\",\"answer\":\"Three groups were identified: digital library users/high performers using deeper approaches, LMS and physical library users/mid-performers using mainly strategic approaches, and lower LMS/library users/mid-low performers using a surface approach.\"}]","Chilean University Students’ Digital Learning Technology Usage Patterns and Approaches to Learning | PDF",1792092342,71]