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This literature review maps the digital technologies used by Higher Education students in formal learning settings over 2012–2017, focusing on patterns of tools, purposes, and learning outcomes. Findings indicate teacher-driven combinations of face-to-face and distance methods, often linked to flipped classrooms, and highlight the predominance of institutional LMS, followed by publishing and sharing tools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digital-technologies-in-support-of-students-learning-in-higher-education-literature-review/601201/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digital-technologies-in-support-of-students-learning-in-higher-education-literature-review/601201.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the literature review?","Question",{"text":112,"@type":113},"The review maps which digital technologies Higher Education students use in formal learning contexts and identifies patterns of those technologies over 2012–2017.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What technology patterns are highlighted in the results?",{"text":117,"@type":113},"Results show technologies reflecting teachers’ choices for combining face-to-face and at-distance learning, frequently connected to flipped classroom approaches.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper describe the impact of digital technologies on students’ learning?",{"text":121,"@type":113},"The overall impact is reported as positive, intended to promote students’ active engagement and participation, while also enabling access, sharing, and publishing of information more than collaborative learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601201,1792191690,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Digital technologies in support of students learning in Higher Education: literature review  \nDigital technologies in support of students learning in Higher  \nEducation: literature review  \nMarta Pinto  \n[mpinto@fpce. up.pt](mpinto@fpce. up.pt)  \nFaculty of Psychology and Education Science of University of Porto, Portugal  \nCarlinda Leite  \n[carlinda@fpce. up.pt](carlinda@fpce. up.pt)  \nFaculty of Psychology and Education Science of University of Porto, Portugal  \nAbstract  \nDigital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods . Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs . The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls . The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.  \nKeywords  \nDigital technologies ; ICT; higher education ; students ; learning ; literature review  \nM.Pinto & C. Leite  \nDigital Education Review-Number 37, June 2020-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n343  \nI. Introduction  \nDigital Technologies are an integral part of the debate on teaching and learning in Higher Education (Becker et al., 2017; Bullen & Morgan, 2015) . Institutions and people’s life have been greatly influenced by technological developments, such as computers, portable devices and the internet, influencing their relation with information, knowledge and ways of working (Selwyn, 2016) . Higher Education Institutions, at an organization and management level, offer technologybased computer infrastructures that support virtual organization and management of teaching and learning. Also, at a pedagogical and organizational level digital technologies have had an exponential use, generating expectations of an education transformation involving the physical space of schools and the ways to interact and deliver educational content (Pedro, Barbosa, & Santos, 2018; G. Siemens & P. Tittenberger, 2009) . Expectations have been met half way. Effective transformations have occurred in learning processes and access to lectures and learning materials (Han & Shin, 2016), more personalized learning (Vázquez-Cano, Meneses, & SánchezSerrano, 2015), a change in the roles of teachers and learners, and the equitable access to higher education (Conole & Alevizou, 2010; Henderson, Selwyn, & Aston, 2017) .  \nAt the core focus of the transformations prompted by the integration of digital technologies in higher education teaching and learning are a wide and fast changing set of tools . Internet based digital technologies, such as Web 2.0 tools or social media tools have been game changers, mainly because they simultaneously support students in their everyday social lives and have the enhanced potential to support more shared process of learning, and support students’ autonomy in","cbCaiaeapjkRo2eL","https://ap.wps.com/l/cbCaiaeapjkRo2eL","pdf",177080,18,"English","# I. Introduction\n## Digital technologies as an integral part of Higher Education teaching and learning\n## Transformations enabled by internet-based and social tools\n## Hybrid learning environments and redesigned learning spaces\n## Blurring boundaries between learning spaces, time, and contexts","[{\"question\":\"What is the main focus of the literature review?\",\"answer\":\"The review maps which digital technologies Higher Education students use in formal learning contexts and identifies patterns of those technologies over 2012–2017.\"},{\"question\":\"What technology patterns are highlighted in the results?\",\"answer\":\"Results show technologies reflecting teachers’ choices for combining face-to-face and at-distance learning, frequently connected to flipped classroom approaches.\"},{\"question\":\"How does the paper describe the impact of digital technologies on students’ learning?\",\"answer\":\"The overall impact is reported as positive, intended to promote students’ active engagement and participation, while also enabling access, sharing, and publishing of information more than collaborative learning.\"}]","Digital technologies in support of students learning in Higher Education - literature review | PDF",1792092168,45]