Volume index - Journal index - Article index - Map ---- Back
Online learning, technology innovation, satisfaction, project based learning, digital competence, COVID-19
Anguera, M.T., Blanco-Villaseñor, A., Losada, J.L., & Portell, M. (2018). Guidelines for designing and conducting a study that applies observational methodology. Anuario de Psicologia, 48(1), 9-17. https://doi.org/10.1016/j.anpsic.2018.02.001
Atlas.ti (Ed.) (2020). Software package qualitative data analysis. (Versión 9) [Software]. Atlas.ti. https://atlasti.com
Azevedo, R., & Gasevic, D. (2019). Analyzing multimodal multichannel data about self-regulated learning with advanced learning technologies: Issues and challenges. Computers in Human Behavior, 96, 207-210. https://doi.org/10.1016/j.chb.2019.03.025
Bandalos, D.L., & Finney, S.J. (2001). Item parceling issues in structural equation modeling. In G.A. Marcoulides, & R.E. Schumacker (Eds.), New developments and techniques in structural equation modeling (pp. 269-296). Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9781410601858
Bonami, B.P. (2020). Education, big data and artificial intelligence: Mixed methods in digital platforms. [Educación, big data e inteligencia artificial: Metodologías mixtas en plataformas digitales]. Comunicar, 65, 43-52. https://doi.org/10.3916/C65-2020-04
Campbell, D.T., & Stanley, J.C. (2005). Diseños experimentales y cuasiexperimentales en la investigación social. Amorrortu. https://bit.ly/3i1GKS4
Carbonero, M.A., Román, J.M., & Ferrer, M. (2013). Programa para “aprender estratégicamente” con estudiantes universitarios: Diseño y validación experimental. Anales de Psicología, 29(3), 876-885. https://doi.org/10.6018/analesps.29.3.165671
Casanova, J.R., Cervero, A., Núñez, J.C., Almeida, L.S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155
Chakma, U., Li, B., & Kabuhung, G. (2021). Creating online metacognitive spaces: Graduate research writing during the covid-19 pandemic. Issues in Educational Research, 31(1), 37-55. https://doi/10.3316/informit.748747335200300
Commission to the european parliament (Ed.) (2020). Communication from the Commission to the european parliament, the council, the european economic and social committee and the committee of the regions. https://bit.ly/3kwseDh
Diaz, M.C.G., & Walsh, B.M. (2021). Telesimulation-based education during COVID-19. Clinical Teacher, 18(2), 121-125. https://doi.org/10.1111/tct.13273
Flick, U. (2014). El diseño de la investigación cualitativa. Morata.
García-Peñalvo, F.J. (2021). Avoiding the dark side of digital transformation in teaching. An institutional reference framework for elearning in higher education. Sustainability, 13(4), 1-16. https://doi.org/10.3390/su13042023
García-Perales, R., & Almeida, L. (2019). An enrichment program for students with high intellectual ability: Positive effects on school adaptation. [Programa de enriquecimiento para alumnado con alta capacidad: Efectos positivos para el currículum]. Comunicar, 60, 39-48. https://doi.org/10.3916/C60-2019-04
Garcia-Utrera, L., Figueroa-Rodriguez, S., & Esquivel-Gámez, I. (2014). Modelo de sustitución, aumento, modificación,
Hernandez-Armenteros, J., & Pérez-García, J.A. (2018). La universidad española en cifras 2017-2018. CRUE. https://bit.ly/3hIMLTw
IBM Corp (Ed.) (2016). SPSS Statistical Package for the Social Sciences (SPSS) (Versión 24) [Software]. IBM. https://ibm.co/3hWIls7
Kidess, M., Schmid, S.C., Pollak, S., Gschwend, J.E., Berberat, P.O., & Autenrieth, M. E. (2021). Virtual skills-training in urology: Teaching at the Technical University of Munich during the COVID-19-pandemic. Der Urologe, 60(4), 484-490. https://doi.org/10.1007/s00120-020-01431-2
Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://bit.ly/3hMpcci
Leal-Filho, W., Wall, T., Rayman-Bacchus, L., Mifsud, M., Pritchard, D.J., Lovren, V.O., Farinha, C., Petrovic, D.S., & Balogun, A.L. (2021). Impacts of COVID-19 and social isolation on academic staff and students at universities: A cross-sectional study. BMC Public Health, 21(1213), 1-19. https://doi.org/10.1186/s12889-021-11040-z
Li, W., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., & Sun, H. (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: Perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19(64), 1-14. https://doi.org/10.1186/s12960-021-00609-9
Lowe, A., Pararajasingam, A., & Goodwin, R.G. (2021). A paradigm shift in trainee confidence in teledermatology and virtual working during the COVID-19 pandemic: Results of a follow-up UK-wide survey. Clinical and Experimental Dermatology, 46(3), 544-547. https://doi.org/10.1111/ced.14498
Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre (JRC) Science for Policy report. https://bit.ly/3exbvfn
Román-Sánchez, J.M., & Gallego-Rico, S. (2008). ACRA. Estrategias de aprendizaje. TEA
Sáiz-Manzanares, M.C. (2018). E-project based learning en terapia ocupacional: Una aplicación en la asignatura «Estimulación Temprana». Universidad de Burgos. https://bit.ly/3rxKJsw
Sáiz-Manzanares, M.C., Marticorena-Sánchez, R., Muñoz-Rujas, N., Rodríguez-Arribas, S., Escolar-Llamazares, M.C., Alonso-Santander, N., Martínez-Martín, M.Á., & Mercado-Val, E.I. (2021). Teaching and learning styles on moodle: An analysis of the effectiveness of using stem and non-stem qualifications from a gender perspective. Sustainability, 13(3), 1-21. https://doi.org/10.3390/su13031166
Salinas-Ibáñez, J., & De-Benito, B. (2020). Construction of personalized learning pathways through mixed methods. [Construcción de itinerarios personalizados de aprendizaje mediante métodos mixtos]. Comunicar, 65, 31-42. https://doi.org/10.3916/C65-2020-03
Sarwa, M., Rosnelli, R., Triatmojo, W., & Priyadi, M. (2021). Implementation of Flipped Classroom on experiences in online learning during pandemic COVID-19 for a Project-Base Vocational Learning Guide. Journal of Physics: Conference Series, 1842(1). https://doi.org/10.1088/1742-6596/1842/1/012019
Sucha, V., & Gamme, J.F. (2021). Humans and societies in the age of artificial intelligence. https://bit.ly/3io4I8R
Tang, Y.M., Chen, P.C., Law, K.M.Y., Wu, C.H., Lau, Y., Guan, J., He, D., & Ho, G.T.S. (2021). Comparative analysis of student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211. https://doi.org/10.1016/j.compedu.2021.104211
Unesco (Ed.) (2019). Marco de competencias de los docentes en materia de TIC. Unesco. https://bit.ly/2UWub13
United Nations. Department of Economic and Social Affairs (Ed.) (2021). Agenda for sustainable development and the SDGs. https://bit.ly/3x3WlVf
y redefinición (SAMR): Fundamentos y aplicaciones. In I. Esquivel-Gámez (Ed.), Los modelos tecno-educativos: Revolucionando el aprendizaje del siglo XXI (pp. 205-220). DSAE-Universidad Veracruzana. https://bit.ly/3ikS7n8