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Influence of Cultural Conditions on the Use of ICT for Learning: Differences among Erasmus and National Students at Spanish University

Influence of Cultural Conditions on the Use of ICT for Learning: Differences among Erasmus and National Students at Spanish University

Laura Varela-Candamio, Isabel Novo-Corti
Copyright: © 2014 |Volume: 5 |Issue: 4 |Pages: 10
ISSN: 1947-8429|EISSN: 1947-8437|EISBN13: 9781466655485|DOI: 10.4018/IJKSR.2014100104
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MLA

Varela-Candamio, Laura, and Isabel Novo-Corti. "Influence of Cultural Conditions on the Use of ICT for Learning: Differences among Erasmus and National Students at Spanish University." IJKSR vol.5, no.4 2014: pp.35-44. http://doi.org/10.4018/IJKSR.2014100104

APA

Varela-Candamio, L. & Novo-Corti, I. (2014). Influence of Cultural Conditions on the Use of ICT for Learning: Differences among Erasmus and National Students at Spanish University. International Journal of Knowledge Society Research (IJKSR), 5(4), 35-44. http://doi.org/10.4018/IJKSR.2014100104

Chicago

Varela-Candamio, Laura, and Isabel Novo-Corti. "Influence of Cultural Conditions on the Use of ICT for Learning: Differences among Erasmus and National Students at Spanish University," International Journal of Knowledge Society Research (IJKSR) 5, no.4: 35-44. http://doi.org/10.4018/IJKSR.2014100104

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Abstract

The use of technology is widespread in all areas of life, particularly among young people and particularly in learning environments. In this sense, college students have incorporated these technologies in different media and used them for many years. The use of ICT among students taking the same subjects is very different because of the sociological diversity thereof and, in particular, their different cultures and countries. This is the case of Erasmus students, who must take the same subjects and with the same instruments than the national ones. Although both groups must show the same academic performance, their conditions are very diverse, including difficulties related to language. This article analyzes the relationship between learning styles (active, reflexive, theoretical and pragmatic) and the use of ICT in training university students, comparing between Erasmus and domestic ones. The REATIC survey was conducted among 37 third-year students from the Faculty of Economics and Business of the University of A Coruña (Spain), distinguished four different modules: knowledge of ICT, use of ICT, assessment of ICT and ICT as learning style. Results showed differences in all modules and especially in the last module that analyzes the use of ICT for learning.

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