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Perspectiva ecológica, red de aprendizaje personalizada, interrelación, dimensión cognitiva, dimensión social, dimensión material, experiencia de aprendizaje semipresencial, estudiantes universitarios
Ecological perspective, personalised learning network, interrelatedness, cognitive dimension, social dimension, material dimension, blended learning experience, university students
Barnett, R. (2018). The ecological university: A feasible utopia. London: Routledge. https://doi.org/10.4324/9781315194899-1
Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. https://doi.org/10.2190/1n20-vv12-4rb5-33va
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368
Barron, B., Wise, S., & Martin, C. (2013). Creating within and across life spaces: The role of a computer clubhouse in a child’s learning ecology. In B. Bevan, P. Bell, R. Stevens & A. Razfar (Eds.), LOST Opportunities (pp. 99-118). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4304-5_8
Biggs, J., Kember, D., & Leung, D. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149. https://doi.org/10.1348/000709901158433
Bliuc, A.M, Ellis, R., Goodyear, P., & Piggott, L. (2010). Learning through face-to-face and online discussions: Associations between students’ conceptions, approaches and academic performance in political science. British Journal of Educational Technology, 41(3), 512-524. https://doi.org/10.1111/j.1467-8535.2009.00966.x
Bonacich, P. (2007). Some unique properties of eigenvector centrality. Social Networks, 29(4), 555-564. https://doi.org/10.1016/j.socnet.2007.04.002
Brewe, E., Kramer, L., & Sawtelle, V. (2012). Investigating student communities with network analysis of interactions in a physics learning center. Physical Review Special Topics-PER, 8, 010101. https://doi.org/10.1103/PhysRevSTPER.8.010101
Cadima, R., Ojeda, J., & Monguet, M. (2012). Social networks and performance in distributed learning communities. Educational Technology and Society, 15(4), 296-304. https://bit.ly/2ZTD616
Cope, B., & Kalantzis, M. (2017). E-learning ecologies: Principles for new learning and assessment. New York: Routledge. https://doi.org/10.4324/9781315639215
Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8(5), 455-468. https://doi.org/10.1016/S0959-4752(98)00005-X
De-Nooy, W., Mrvar, A., & Batagelj, V. (2011). Exploratory social network analysis with Pajek (2nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511996368
Ellis, R., & Bliuc, A. (2016). An exploration into first-year university students’ approaches to inquiry and online learning technologies in blended environments. British Journal of Educational Technology, 47(5), 970-980. https://doi.org/10.1111/bjet.12385
Ellis, R., & Goodyear, P. (2019). The education ecology of universities: Integrating learning, strategy and the academy. London: Routledge. https://doi.org/10.4324/9781351135863
Ellis, R., Bliuc, A., & Goodyear, P. (2012). Student experiences of engaged enquiry in pharmacy education: Digital natives or something else? Higher Education, 64(5), 609-626. https://doi.org/10.1007/s10734-012-9515-6
Ellis, R., Pardo, A., & Han, F. (2016). Quality in blended learning environments – significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102. https://doi.org/10.1016/j.compedu.2016.07.006
Entwistle, N., & Ramsden, P. (2015). Understanding student learning. London: Routledge. https://doi.org/10.1016/b978-0-12-805359-1.00012-7
Fenwick, T. (2014). Sociomateriality in medical practice and learning: Attuning to what matters. Medical Education, 48(1), 44-52. https://doi.org/10.1111/medu.12295
Fenwick, T., & Landri, P. (2012). Materialities, textures and pedagogies: Socio-material assemblages in education. Pedagogy, Culture & Society, 20(1), 1-7. https://doi.org/10.1080/14681366.2012.649421
Fenwick, T., Nerland, M., & Jensen, K. (2012). Sociomaterial approaches to conceptualizing professional learning and practice. Journal of Education and Work, 25(1), 1-13. https://doi.org/10.1080/13639080.2012.644901
Freeman, L. (1977). A set of measures of centrality based on betweenness. Sociometry, 40(1), 35-41. https://doi.org/10.2307/3033543
Han, F., & Ellis, R. (2019a). Initial development and validation of the perceptions of the blended learning environment questionnaire. Journal of Psychoeducational Assessment. https://doi.org/10.1177/0734282919834091
Han, F., & Ellis, R. (2019b). Identifying consistent patterns of quality learning discussions in blended learning. Internet and Higher Education, 40, 12-19. https://doi.org/10.1016/j.iheduc.2018.09.002
Jackson, N. (2013). The concept of learning ecologies. In N. Jackson & G. Cooper (Eds.), Lifewide learning, education and personal development e-book (pp. 1-21). https://bit.ly/28Jc8As
Kember, D. (2015). Taking qualitative studies beyond findings of a limited number of categories, with motivational orientation as an example. In V. Donche, S. De-Mayer, D. Gijbels, & H. Van-den-Bergh (Eds.), Methodological challenges in research on student learning (pp. 91-106). Antwerp: Garant Publishers. https://bit.ly/2Z2uyUx
Nelson-Laird, T., Seifert, T., Pascarella, E., Mayhew, M., & Blaich, C. (2014). Deeply affecting first-year students’ thinking: Deep approaches to learning and three dimensions of cognitive development. Journal of Higher Education, 85(3), 402-432. https://doi.org/10.1080/00221546.2014.11777333
Patterson, L., & Holladay, R. (2017). Deep learning ecologies: An invitation to complex teaching and learning. Circle Pines, MN: Human Systems Dynamics Institute. https://amzn.to/33tSPGr
Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Prosser, M., & Trigwell, K. (2017). Student learning and the experience of teaching. HERDSA Review of Higher Education, 4, 5-27. https://bit.ly/2H07sYo
Quardokus, K., & Henderson, C. (2015). Promoting instructional change: Using social network analysis to understand the informal structure of academic departments. Higher Education, 70(3), 315-335. https://doi.org/10.1007/s10734-014-9831-0
Rienties, B., Héliot, Y., & Jindal-Snape, D. (2013). Understanding social learning relations of international students in a large classroom using social network analysis. Studies in Higher Education, 66(4), 489-504. https://doi.org/10.1007/s10734-013-9617-9
Rodríguez-Hidalgo, R., Zhu, C., Questier, F., & Torrens-Alfonso, A. (2011). Using social network analysis for analysing online threaded discussions. International Journal of Learning, Teaching and Educational Research, 10(3), 128-146. https://doi.org/10.1080/00221546.2014.11777333
Tomás-Miquel, J., Expósito-Langa, M., & Nicolau-Juliá, D. (2016). The influence of relationship networks on academic performance in higher education: A comparative study between students of a creative and a non-creative discipline. Higher Education, 71(3), 307-322. https://doi.org/10.1007/s10734-015-9904-8
Vermunt, J., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29(2), 269-299. https://doi.org/10.1007/s10648-017-9414-6
Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511815478