<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162024000300049</article-id>
<article-id pub-id-type="doi">10.17227/rce.num92-16833</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enfoques de aprendizaje y uso de recursos educativos físicos y digitales en educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Approaches and Use of Physical and Digital Educational Resources in Higher Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Abordagens de aprendizagem e uso de recursos educacionais físicos e digitais no ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[Dany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calle-Arango]]></surname>
<given-names><![CDATA[Lina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montenegro]]></surname>
<given-names><![CDATA[Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<numero>92</numero>
<fpage>49</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162024000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162024000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162024000300049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio cualitativo es comprender los enfoques de aprendizaje y uso de recursos educativos en estudiantes universitarios. Se realizaron 12 entrevistas grupales en las que participaron 41 estudiantes provenientes de una Universidad chilena privada. Fenomenografía y análisis temático se emplean para el análisis. Los enfoques de aprendizaje emergen en un rango desde aprobar con el mínimo esfuerzo hasta comprender o expandir y profundizar el contenido. Las tecnologías digitales se usan para obtener información académica y administrativa (uso logístico); o para buscar información, comunicarse o colaborar con los pares (uso para el aprendizaje). Los enfoques de aprendizaje están asociados al uso de recursos educativos. Cuando se adoptan enfoques más profundos, se tienden a emplear para expandir o profundizar contenidos; mientras que al adoptar enfoques más superficiales, se tienden a usar para facilitar el objetivo de aprobar. Se discuten implicaciones prácticas y para futuras investigaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this qualitative study is to understand the approaches to learning and the use of educational resources by university students. Twelve group interviews were conducted with the participation of 41 students from a private Chilean university. Phenomenography and thematic analysis were used for the analysis. Learning approaches emerged in a range from passing with minimal effort to understanding or expanding and deepening the content. Digital technologies were used to obtain academic and administrative information (logistical use); or to search for information, communicate, or collaborate with peers (learning use). Learning approaches are associated with the use of educational resources. When deeper approaches are adopted, they tend to be used to expand or deepen content; whereas when shallower approaches are adopted, they tend to be used to facilitate the goal of passing. Practical implications and implications for future research are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo qualitativo é entender as abordagens de aprendizagem e o uso de recursos educacionais por estudantes universitários. Foram realizadas doze entrevistas em grupo com 41 alunos de uma universidade privada no Chile. A fenomenografia e a análise temática foram usadas para a análise. Os enfoques de aprendizagem surgem em uma gama que vai desde a aprovação com esforço mínimo até a compreensão, expansão e aprofundamento do conteúdo. As tecnologias digitais são usadas para obter informações acadêmicas e administrativas (uso logístico) ou para pesquisar informações, comunicar-se ou colaborar com colegas (uso de aprendizagem). As abordagens de aprendizado estão associadas ao uso de recursos educacionais. Quando são adotadas abordagens mais profundas, elas tendem a ser usadas para expandir ou aprofundar o conteúdo; enquanto que quando são adotadas abordagens mais superficiais, elas tendem a ser usadas para facilitar a meta de aprovação. São discutidas as implicações para pesquisas e práticas futuras.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[recursos educativos]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[educational resources]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[recursos educacionais]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
</kwd-group>
</article-meta>
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