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Students' LMS interaction patterns and their relationship with achievement: A case study in higher education

dc.contributor.authorCerezo Menéndez, Rebeca 
dc.contributor.authorSánchez Santillán, Miguel 
dc.contributor.authorPaule Ruiz, María Puerto 
dc.contributor.authorNúñez Pérez, José Carlos 
dc.date.accessioned2016-06-21T11:37:36Z
dc.date.available2016-06-21T11:37:36Z
dc.date.issued2016
dc.identifier.citationComputers and Education, 96, p. 42-54 (2016); doi:10.1016/j.compedu.2016.02.006
dc.identifier.issn0360-1315
dc.identifier.urihttp://hdl.handle.net/10651/38096
dc.description.sponsorshipThis work has been funded by the Department of Science and Innovation (Spain) under the National Program for Research, Development and Innovation: project TIN2011-25978 and EDU2014-57571-P. We have also received funds from the European Union, through the European Regional Development Funds (ERDF); and the Principality of Asturias, through its Science, Technology and Innovation Plan (grant GRUPIN14-100 and GRUPIN14-053).
dc.format.extentp. 42-54
dc.language.isoeng
dc.relation.ispartofComputers and Education
dc.rights©,
dc.sourceScopus
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84959298164&partnerID=40&md5=6f894004fd55aa64354d419b8e04afa1
dc.titleStudents' LMS interaction patterns and their relationship with achievement: A case study in higher education
dc.typejournal article
dc.identifier.doi10.1016/j.compedu.2016.02.006
dc.relation.projectIDTIN2011-25978
dc.relation.projectIDEDU2014-57571-P
dc.relation.projectIDGRUPIN14-100
dc.relation.projectIDGRUPIN14-053
dc.relation.publisherversionhttp://dx.doi.org/10.1016/j.compedu.2016.02.006


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