|
Towards breaking the gender gap in science, technology, engineering and mathematics
(2020)
Vol. 15
Núm. 3
Pág. 233-241
|
13 |
|
Addressing the gender gap in computer programming through the design and development of serious games
(2020)
Vol. 15
Núm. 3
Pág. 242-251
|
5 |
|
Digital teaching competence of university teachers : A systematic review of the literature
(2020)
Vol. 15
Núm. 4
Pág. 399-406
|
5 |
|
Guest editorial: Challenges to the educational field : The emperor has no clothes: The COVID-19 emergency and the need for digital competence
(2020)
Vol. 15
Núm. 4
Pág. 372-380
|
4 |
|
European proposals to work in the gender gap in STEM : A systematic analysis
(2020)
Vol. 15
Núm. 3
Pág. 215-224
|
4 |
|
Early Prediction of Dropout and Final Exam Performance in an Online Statistics Course
(2020)
Vol. 15
Núm. 2
Pág. 86-94
|
3 |
|
Multimodal Data Value Chain (M-DVC): A Conceptual Tool to Support the Development of Multimodal Learning Analytics Solutions
(2020)
Vol. 15
Núm. 2
Pág. 113-122
|
3 |
|
Educational Technology in the Age of Natural Interfaces and Deep Learning
(2020)
Vol. 15
Núm. 1
Pág. 26-33
|
2 |
|
Technological satisfaction about Moodle in higher education : A meta-analysis
(2020)
Vol. 15
Núm. 4
Pág. 281-290
|
2 |
|
Learning Process of Agile Scrum Methodology With Lego Blocks in Interactive Academic Games : Viewpoint of Students
(2020)
Vol. 15
Núm. 2
Pág. 95-104
|
2 |
|
Using UML for Learning How to Design and Model Cyber-Physical Systems
(2020)
Vol. 15
Núm. 1
Pág. 50-60
|
2 |
|
Teaching Analytics : Current Challenges and Future Development
(2020)
Vol. 15
Núm. 1
Pág. 1-9
|
2 |
|
Female participation in hackathons : A case study about gender issues in application development marathons
(2020)
Vol. 15
Núm. 4
Pág. 326-335
|
2 |
|
Introduction to programming using mobile phones and MIT App inventor
(2020)
Vol. 15
Núm. 3
Pág. 192-201
|
1 |
|
Designing the Pre-Class and Class to Implement the Flipped Learning Model in a Research Methodology Course
(2020)
Vol. 15
Núm. 1
Pág. 43-49
|
1 |
|
Identification of learning styles in distance education through the interaction of the student with a learning management system
(2020)
Vol. 15
Núm. 3
Pág. 148-160
|
1 |
|
Computational assistant for the assessment university competencies in B-Learning environments
(2020)
Vol. 15
Núm. 4
Pág. 299-306
|
1 |
|
Unplugged teaching activities to promote computational thinking skills in primary and adults from a gender perspective
(2020)
Vol. 15
Núm. 3
Pág. 225-232
|
1 |
|
Playing and interacting through technologies (of gender)
(2020)
Vol. 15
Núm. 4
Pág. 362-371
|
1 |
|
Flipping laboratory sessions : An experience in computer science
(2020)
Vol. 15
Núm. 3
Pág. 183-191
|
1 |
|
Developing an entrepreneurial mindset among engineering students : Encouraging entrepreneurship into engineering education
(2020)
Vol. 15
Núm. 3
Pág. 138-147
|
1 |
|
Machine Learning : A Contribution to Operational Research
(2020)
Vol. 15
Núm. 2
Pág. 70-75
|
1 |
|
Is the gender gap narrowing in higher education computing studies? : the case of Norway, Spain, and Tunisia
(2020)
Vol. 15
Núm. 4
Pág. 336-343
|
1 |
|
Fostering the digital competence of schools : Piloting SELFIE in the italian education context
(2020)
Vol. 15
Núm. 4
Pág. 417-425
|
1 |
