Postsecondary Student Perspectives on Lifelong Learning in Digital Era

University students in various professional programs provided qualitative data on lifelong learning practices shaped by digital technology. The analysis resulted in 46 discrete codes grouped into 11 themes, organized within Agency, Growth, Connection, and Envisioning Future categories. This 146.9 KB document contains focus group data from 18 participants, authored by Tetiana Polishchuk.

Use Cases

• Analyze the 46 discrete codes and 11 themes, such as those within the Agency category, to understand student motivations for using digital tools.
• Apply thematic analysis to focus group transcripts to explore connections between the Connection theme and students' relatedness needs.
• Examine the Envisioning Future category data to model how student perspectives on technology influence their professional development expectations.
• Use the conceptual framework derived from self-determination theory to code new qualitative data on student autonomy and competence.

Strengths

• Qualitative analysis produced a structured conceptual framework with 46 codes and 11 themes.
• Data collection followed a defined interpretive description methodology using five online focus groups.
• The dataset is openly available under a CC BY 4.0 license for reuse and adaptation.

Limitations

• The dataset is very small in scale at 146.9 KB, containing qualitative text from only 18 student participants.
• Findings are based on a specific, non-representative sample of university students in professional programs, limiting generalizability.
• The data format is a DOCX document, requiring manual extraction and processing for computational analysis.

Provenance

Source

figshare, authored by Tetiana Polishchuk.

Collection Method

Data gathered from five online focus groups with 18 university students, analyzed via template and reflexive thematic analysis.

Freshness

Last updated on 2026-03-25.

Geography

Data collected from university students; specific geographic location is not stated.