<?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>1646-9895</journal-id>
<journal-title><![CDATA[RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação]]></journal-title>
<abbrev-journal-title><![CDATA[RISTI]]></abbrev-journal-title>
<issn>1646-9895</issn>
<publisher>
<publisher-name><![CDATA[AISTI - Associação Ibérica de Sistemas e Tecnologias de Informação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1646-98952021000300021</article-id>
<article-id pub-id-type="doi">10.17013/risti.43.21-37</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rendimiento académico y patrones de uso del campus virtual: Un estudio de caso controlado]]></article-title>
<article-title xml:lang="en"><![CDATA[Classification of university students according to academic performance and use of the virtual campus: A case-controlled study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villasol]]></surname>
<given-names><![CDATA[M. Covadonga de la Iglesia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>09</month>
<year>2021</year>
</pub-date>
<numero>43</numero>
<fpage>21</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1646-98952021000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1646-98952021000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1646-98952021000300021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Disponer de los registros del uso masivo de herramientas digitales permite observar aspectos adicionales del proceso de aprendizaje, desde el enfoque del Learning Analytics. Este estudio, a modo de caso controlado, analiza los usos y describe tipologías de los estudiantes, según los accesos a los recursos digitales y temporalidad, que difieren según el curso, género o presencialidad. Se realiza en condiciones céteris paribus, para distintos cursos, primero y cuarto, con igual profesor, materia, metodología docente y periodo. Los resultados muestran que los estudiantes de primero tienen un comportamiento más polarizado temporalmente y mayor brecha digital respecto del promedio, mientras que los de cuarto están más comprometidos con el programa, siendo las mujeres más activas digitalmente, apuntándose una relación positiva entre calificaciones y actividad digital, más consolidada en cuarto curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Having records of the massive use of digital tools allows observing additional aspects of the learning process, from the Learning Analytics approach. This study, as a controlled case, analyzes the uses and describes the types of students, according to access to digital resources and temporality, which differ according to the course, gender or presence. It is carried out in cetheris paribus conditions, for different courses, first and fourth, with the same teacher, subject, teaching methodology and period. The results show that first-year students have a more temporally polarized behavior and a greater digital gap with respect to the average, while fourth-year students are more committed to the program, with women being more digitally active, pointing to a positive relationship between grades and digital activity, more consolidated in fourth grade. The cluster analysis confirms the differences in the grouping of students in the different courses, conditional on digital use and performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Registros digitales]]></kwd>
<kwd lng="es"><![CDATA[brecha digital]]></kwd>
<kwd lng="es"><![CDATA[resultados académicos]]></kwd>
<kwd lng="es"><![CDATA[analítica del aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Digital records]]></kwd>
<kwd lng="en"><![CDATA[digital gap]]></kwd>
<kwd lng="en"><![CDATA[academic marks]]></kwd>
<kwd lng="en"><![CDATA[learning analytics]]></kwd>
</kwd-group>
</article-meta>
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