APRENDIZAJE POTENCIADO POR LA TECNOLOGÍA

Alvarez, I. M. , Espasa, A., & Guasch, T. (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37, 4, 387-400.

Alvarez, I. M., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32 (3),321-336.

Alvarez, I. M., & Olivera-Smith, M.  (2013). Learning in social networks: Rationale and ideas for its implementation in Higher Education. Education Sciences, 3(3), 314-325.

Arancibia, M. M., Badia, A., Soto, C. P., & Sigerson, A. L. (2018). The impact of secondary history teachers’ teaching conceptions on the classroom use of computers. Technology, Pedagogy and Education, 27(1), 101-114.

Badia, A. (2015). Tendencias de la investigación en el aprendizaje favorecido por la tecnología. Infancia y Aprendizaje, 38(2) 253-278.

Badia, A., & Becerril, L. (2015). Resolución colaborativa de problemas informacionales y resultados de aprendizaje grupal en la educación secundaria. Infancia y Aprendizaje, 38(1), 83-99.

Badia, A., Chumpitaz Campos, L., Vargas D'Uniam, J., & Suárez Díaz, G. (2016). La percepción de la utilidad de la tecnología conforma su uso para enseñar y aprender. Revista electrónica de investigación educativa, 18(3), 95-105.

Badia, A., Garcia, C., & Meneses, J. (2017). Approaches to teaching online: Exploring factors influencing teachers in a fully online university. British Journal of Educational Technology, 48(6), 1193-1207.

Badia, A., Martín, D., & Gómez, M. (2018). Teachers’ Perceptions of the Use of Moodle Activities and Their Learning Impact in Secondary Education. Technology, Knowledge and Learning, 1-17.

Badia, A., Meneses, J., Fàbregues, S., & Sigalés, C. (2015). Factores que influyen en la percepción de los profesores de los beneficios instruccionales de los medios educativos digitales. RELIEVE-Revista Electrónica de Investigación y Evaluación Educativa, 21(2).

Badia, A.,  Meneses, J., & García, C. (2015). Technology use for teaching and learning. Pixel-Bit. Revista de Medios y Educación, (46), 9-24.

Becerril, L., & Badia, A. (2015). Habilidades de resolución de problemes informacionales y proceso de construcción compartida de conocimiento: comparación entre dos tareas de aprendizaje de diferente complejidad cognitiva. Cultura y Educación, 27(4), 766-801.

Becerril, L., & Badia, A. (2015). Information problem-solving skills and the shared knowledge construction process: a comparison of two learning tasks with differing levels of cognitive complexity. Cultura y Educación, 27(4), 766-801.

Garcia, C., & Badia, A. (2017). Information problem‐solving skills in small virtual groups and learning outcomes. Journal of Computer Assisted Learning, 33(4), 382-392.

Gómez, M. & Badia, A. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, 21-28.

Guasch, T., Alvarez, I. M, & Espasa, A. (2009). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26, 199-206.  

Guasch, T., Espasa, A.,  & Álvarez, I. (2010). Formative e-feedback in collaborative writing assignments: the effect of the process and time. eLC Research Paper Series, 1, 49-59.

Lafuente, M., &  Alvarez, I. M. (2016). Promoting student metacognition through collaborative analysis of their own debates. Is it better with text or with graphics? Journal of Educational Technology & Society, 19(4), 167-177. 

Lafuente, M., Alvarez, I. M., & Remesal, A. (2015). Making learning more visible through e-assessment. Implications for feedback. Journal of Computing in Higher Education, 7(1), 10-27.

Lafuente, M., Remesal, A., & Alvarez, I. M. (2014). Assisting learning in e-assessment: a closer look at educational supports. Assesment  & Evaluation in Higher Education, 39 (4), 443-460.

Martin, S., & Alvarez, I. M. (2017). Students’ feedback beliefs and anxiety in online Foreign Language oral tasks in interactive learning environment. International Journal of Educational Technology in Higher Education, 14-18. doi: 10.1186/s41239-017-0056-z

Rocha. M. A., Alvarez, I.M., & Amador. G. (2015). Las redes sociales: el acompañamiento emocional de los estudiantes durante la movilidad estudiantil. Edutec. Revista. R Electrónica de Tecnología Educativa, 53.

Please reload