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Students’ acceptance and readiness for E-learning in Northeastern Thailand
(2016)
Núm. 13
Pág. 4
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26 |
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The flipped classroom : for active, effective and increased learning (especially for low achievers)
(2016)
Núm. 13
Pág. 9
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22 |
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Game-based learning and gamification in initial teacher training in the social sciences : an experiment with MinecraftEdu
(2016)
Núm. 13
Pág. 37
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11 |
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From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs
(2016)
Núm. 13
Pág. 14
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11 |
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Delphi study for the design and validation of a questionnaire about digital competences in higher education
(2016)
Núm. 13
Pág. 26
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11 |
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Tertiary student attitudes to invigilated, online summative examinations
(2016)
Núm. 13
Pág. 23
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10 |
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The flipped classroom model at the university : analysis based on professors’ and students’ assessment in the educational field
(2016)
Núm. 13
Pág. 17
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9 |
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On-campus or online : examining self-regulation and cognitive transfer skills in different learning settings
(2016)
Núm. 13
Pág. 3
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7 |
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Development and evaluation of the team work skill in university contexts. Are virtual environments effective?
(2016)
Núm. 13
Pág. 36
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5 |
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Integration of learning technologies into teaching within Fijian Polytechnic Institutions
(2016)
Núm. 13
Pág. 2
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4 |
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Network analysis for the study of technological collaboration in spaces for innovation. Science and technology parks and their relationship with the university
(2016)
Núm. 13
Pág. 30
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4 |
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Students as co-creators of technology-rich learning activities in higher education
(2016)
Núm. 13
Pág. 6
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4 |
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Aligning learning outcomes and assessment methods : a web tool for e-learning courses
(2016)
Núm. 13
Pág. 22
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3 |
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Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability
(2016)
Núm. 13
Pág. 20
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2 |
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The influence of the internet for pedagogical innovation : using twitter to promote online collaborative learning
(2016)
Núm. 13
Pág. 16
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2 |
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E-assessment process : giving a voice to online learners
(2016)
Núm. 13
Pág. 18
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2 |
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The impact of usable system for regression analysis in higher education
(2016)
Núm. 13
Pág. 24
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2 |
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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
(2016)
Núm. 13
Pág. 10
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2 |
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Using e-Assessment to enhance student learning and evidence learning outcomes
(2016)
Núm. 13
Pág. 19
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2 |
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Academic and research networks management : challenges for higher education institutions in Mexico
(2016)
Núm. 13
Pág. 31
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1 |
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Learning/training video clips : an efficient tool for improving learning outcomes in Mechanical Engineering
(2016)
Núm. 13
Pág. 32
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1 |
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Pedagogic dilemmas to flows of knowledge in the age of digital technology
(2016)
Núm. 13
Pág. 13
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1 |
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A framework for assessing fitness for purpose in open educational resources
(2016)
Núm. 13
Pág. 35
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1 |
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Generic competences acquisition through classroom activities in first-year agricultural engineering students
(2016)
Núm. 13
Pág. 7
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1 |
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Educational innovation and digital competencies : the case of OER in a private Venezuelan university
(2016)
Núm. 13
Pág. 28
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1 |
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Virtual empathy as digital competence in education 3.0
(2016)
Núm. 13
Pág. 12
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1 |
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Written peer-feedback to enhance students’ current and future learning
(2016)
Núm. 13
Pág. 21
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1 |
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Applying action research in CAD teaching to improve the learning experience and academic level
(2016)
Núm. 13
Pág. 29
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1 |
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Analizying MOOCs from an educational perspective in Spain
(2016)
Núm. 13
Pág. 25
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1 |
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Pedagogies for the open knowledge society
(2016)
Núm. 13
Pág. 8
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1 |
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Do calculus students demand technology integration into learning environment? case of instructional differences
(2016)
Núm. 13
Pág. 1
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1 |
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Initial evidence to validate an instructional design-derived evaluation scale in higher education programs
(2016)
Núm. 13
Pág. 27
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1 |
