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Continuing education, teacher education, professional development, university teachers, higher education, learning ecologies, technological resources, informal learning
Adell, J., & Castañeda, L.J. (2010). Los entornos personales de aprendizaje (PLEs): Una nueva manera de entender el aprendizaje. In R. Roig, & M. Firoucci (Eds.), Claves para la investigación en innovación y calidad educativas. La integración de las tecnologías de la información y la comunicación en las aulas. Alcoy: Marfil-RomaTRE Universita degli studi. https://bit.ly/2WjjIw3
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224. https://doi.org/10.1159/000094368
Brill, J., & Park, Y. (2011). Evaluating online tutorials for university faculty, staff, and students: The contribution of just-in-time online resources to learning and performance. International Journal on E-learning, 10(1), 5-26. https://bit.ly/2HUNw8Q
Caballero, K. (2013). La formación del profesorado universitario y su influencia en el desarrollo de la actividad profesional. Revista de Docencia Universitaria, 11(2), 391. https://doi.org/10.4995/redu.2013.5582
Cabero, J., Llorente, M.C., & Marín, V. (2010). Hacia el diseño de un instrumento de diagnóstico de ‘competencias tecnológicas del profesorado’ universitario. Revista Iberoamericana de Educación, 52(7), 1-12. https://bit.ly/2M842rj
Castañeda, L., & Adell, J. (2013). Entornos personales de aprendizaje: Claves para el ecosistema educativo en red. Alcoy: Marfil. https://doi.org/10.21071/edmetic.v2i1.2856
Cobo, C., & Moravec, J. (2011). Aprendizaje invisible. Hacia una nueva ecología de la educación. Barcelona: Universidad de Barcelona. https://bit.ly/2Hfriib
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdate, NJ: LEA.
Cormier, D. (2008). Rhizomatic education: Community as curriculum. In¬novate: Journal of Online Education, 4(5). https://bit.ly/2K3HdCA
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002
Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters? Educational Leadership, 66(5), 46-53. https://bit.ly/2YPSvyi
Díaz, W.B. (2015). Formación del profesorado universitario, evaluación de la actividad docente y promoción profesional (Tesis Doctoral). UNED, Madrid. https://bit.ly/2HD8bze
Díez-Gutiérrez, E., & Díaz-Nafría, J.M. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 26, 9-58. https://doi.org/10.3916/C54-2018-05
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187-199. https://doi.org/10.1016/j.compedu.2007.05.001
Durán, M., Prendes, M., & Gutiérrez, I. (2019). Certificación de la competencia digital docente: Propuesta para el profesorado universitario. Revista Iberoamericana de Educación a Distancia, 22(1), 187-205. https://doi.org/10.5944/ried.22.1.22069
Finney, S.J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In G.R. Hancock, & R.O. Mueller (Eds.), Structural equation modeling: A second course (pp. 269-314). Greenwich: Information Age Publishing. https://bit.ly/2YB0YsZ
Gast, I., Schildkamp, K., & Van-der-Veen, J.T. (2017). Team-based professional development interventions in higher education: A systematic review. Review of Educational Research, 87(4), 736-767. https://doi.org/10.3102/0034654317704306
González-Sanmamed, M., Sangrá, A., Souto-Seijo, A., & Estévez, I. (2018). Ecologías de aprendizaje en la era digital: Desafíos para la educación superior. Publicaciones, 48, 11-38. https://doi.org/10.30827/publicaciones.v48i1.7329
González-Sanmamed, M., Santos, F., & Muñoz-Carril, P.C. (2016). Teacher education & profesional development: A learning perspective. Lifewide Magazine,16, 13-16. https://bit.ly/2K4RiPS
González?Sanmamed, M., Muñoz?Carril, P.C., & Santos?Caamaño, F.J. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 50(4), 1639-1655. https://doi.org/10.1111/bjet.12805
He, T., & Li, S. (2019). A comparative study of digital informal learning: The effects of digital competence and technology expectancy. British Journal of Educational Technology, 1-15. https://doi.org/10.1111/bjet.12778
Inamorato, A., Gausas, S., Mackeviciute, R., Jotautyte, A., & Martinaitis, Z. (2019). Innovating professional development in higher education: An analysis of practices innovating professional development in higher education. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/26224
Jackson, N. (2013). The concept of learning ecologies. In N. Jackson, & B. Cooper (Eds.), Lifewide learning, education & personal development (pp.1-21). https://bit.ly/28Jc8As
Jaipal, K., Figg, C., Collier, D., Gallagher, T., Winters, K.L., & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Italian Journal of Educational Technology, 26(1), 39-55. https://bit.ly/31FBOXY
Jaramillo-Baquerizo, C., Valcke, M., & Vanderlinde, R. (2019). Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace. Innovations in Education and Teaching International, 59(3), 352-362. https://doi.org/10.1080/14703297.2018.1479283
Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19-38. https://doi.org/10.19173/irrodl.v12i3.882
Looi, C.K. (2001). Enhancing learning ecology on the Internet. Journal of Computer Assisted Learning, 17(1), 13-20. https://doi.org/10.1111/j.1365-2729.2001.00155.x
Lozano, I., Iglesias, M.J., & Martínez, M.A. (2014). Las oportunidades de las académicas en el desarrollo profesional docente universitario: un estudio cualitativo. Educación XX1, 17(1), 159-182. https:/doi.org/10.5944/educxx1.17.1.10709
Maina, M., & García, I. (2016). Articulating personal pedagogies through learning ecologies. In B. Gros, Kindshuk, & M. Maina (Eds.), The future of ubiquitous learning: Learning designs for emerging pedagogies (pp. 73-94). Berlin Heidelberg: Springer. https://doi.org/10.1007/978-3-662-47724-3_5
Muijs, D., Day, C., Harris, A., & Lindsay, G. (2004). Evaluating CPD: An overview. In C. Day (Ed.), International Handbook on the Continuing Professional Development of teachers (pp. 291-319). Berkshire: McGraw-Hill Education
Parsons, S.A., Hutchison, A.C., Hall, L.A., Ward, A., Ives, S.T., & Bruyning, A. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education, 82(1), 33-42. https://doi.org/10.1016/j.tate.2019.03.006
Ranieri, M., Giampaolo, M., & Bruni, I. (2019). Exploring educators’ professional learning ecologies in a blended learning environment. British Journal of Educational Technology, 1-14. https://doi.org/10.1111/bjet.12793
Sangrà, A., González-Sanmamed, M., & Guitert, M. (2013). Learning ecologies: Informal professional development opportunities for teachers. In D. Tan, & L. Fang (Eds.), Proceedings of the IEEE 63rd Annual Conference International Council for Educational Media. Singapore: ICEM-CIME https://doi.org/10.1109/CICEM.2013.6820171
Sangrá, A., Guitert, M., Pérez-Mateo, M., & Ernest, P. (2011). Lifelong lear¬ning ecologies and teachers’ professional development: A roadmap for research. In M.F. Paulsen, & A. Szücs (Eds.), Learning and Sustainability. The New Ecosystem of Innovation and Knowledge. Proceedings of the 2011 EDEN Annual Conference. Dublin, Ireland. https://bit.ly/30NdaF2
Sangrá, A., Raffaghelli, J.E., & Guitert?Catasús, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 1-20. https://doi.org/10.1111/bjet.12795
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. London: Pearson Learning Systems.
Siemens, G. (2007). Connectivism: Creating a learning ecology in distributed environments. In T. Hug (Ed.), Didatics of microlearning: Concepts, discourses, and examples (pp. 53-68). Münster: Waxmann Verlag.
Trust, T., Krutka, D.G., & Carpenter, J.P. (2016). Together we are better: Professional learning networks for teachers. Computers & Education, 102, 15-34. https://doi.org/10.1016/j.compedu.2016.06.007
Van-den-Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92, 161-170. https://doi.org/10.1016/j.compedu.2015.10.017
Van-Waes, S., De-Maeyer, S., Moolenaar, N.M., Van-Petegem, P., & Van-den-Bossche, P. (2018). Strengthening networks: A social network intervention among higher education teachers. Learning and Instruction, 53, 34-49. https://doi.org/10.1016/j.learninstruc.2017.07.005
Vera, J.A., Torres, L.E., & Martínez, E.E. (2014). Evaluación de competencias básicas en TIC en docentes de educación superior en México. Pixel-Bit, 44, 143-155. https://bit.ly/2X79f3V
Yurkofsky, M.M., Blum-Smith, S., & Brennan, K. (2019). Expanding outcomes: Exploring varied conceptions of teacher learning in an online professional development experience. Teaching and Teacher Education, 82, 1-13. https://doi.org/10.1016/j.tate.2019.03.002