On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings
Fostering innovation in social work and social education degrees: multilingual environment and tools for social change
María Tereza L. Cavalcante, Gisela Riberas Bargalló, Genoveva Rosa Gregori
The flipped classroom: for active, effective and increased learning (especially for low achievers)
Blended learning supported by digital technology and competency-based medical education: a case study of the social medicine course at the Universidad de los Andes, Colombia
Elena María Trujillo Maza, María Teresa Gómez, Andrés Camilo Cardozo Alarcón, Lorena Moreno Zuluaga, Mariana Gamba Fadul
Meta-analysis of research in e-learning published in Spanish journals
Julio Cabero Almenara, Verónica Marín Díaz, Begoña Esther Sampedro Requena
Virtual empathy as digital competence in education 3.0
Rafael García Pérez, Juan Manuel Santos Delgado, Olga Buzón-García
The use of wiki to promote students’ learning in higher education (Degree in Pharmacy)
María Encarnación Camacho Quesada, M. Dora Carrion Peregrina, Meriem Chayah Ghadab, Joaquín María Campos Rosa
The influence of the internet for pedagogical innovation: using twitter to promote online collaborative learning
The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field
Óscar Flores Alarcia, Isabel del Arco Bravo, Blanca Patricia Silva García
E-assessment process: giving a voice to online learners
Teresa Romeu Fontanillas, Marc Romero Carbonell, Montse Guitert i Catasús
Aligning learning outcomes and assessment methods: a web tool for e-learning courses
Educational innovation and digital competencies: the case of OER in a private Venezuelan university
Marcella Prince, Mtra. Gloria Concepción Tenorio Sepúlveda, María Soledad Ramírez Montoya
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