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Determinants of Internet use for interactive learning: an exploratory study
(2015)
Vol. 4
Núm. 1
Pág. 24-31
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4 |
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Lifelong Learning at Universities : Future Perspectives for Teaching and Learning
(2018)
Vol. 7
Núm. 2
Pág. 81-87
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3 |
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Practical Experiences for the Development of Educational Systems in the Semantic Web
(2013)
Vol. 2
Núm. 1
Pág. 23-31
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2 |
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Telling active learning pedagogies apart : from theory to practice
(2017)
Vol. 6
Núm. 2
Pág. 144-152
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2 |
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Global politics and education systems: towards education markets?
(2013)
Vol. 2
Núm. 2
Pág. 95-101
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2 |
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The importance of ICTs for students as a competence for their future professional performance : The case of the Faculty of Business Studies and Tourism of the University of Huelva
(2019)
Vol. 8
Núm. 2
Pág. 201-213
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2 |
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Difficulties in the incorporation of Augmented Reality in University Education : Visions from the experts
(2019)
Vol. 8
Núm. 2
Pág. 126-141
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2 |
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Technical and didactic knowledge of the Moodle LMS in Higher Education : Beyond functional use
(2019)
Vol. 8
Núm. 1
Pág. 25-33
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2 |
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There is no 'Virtual Learning': The materiality of digital education
(2021)
Vol. 10
Núm. 1
Pág. 57-66
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2 |
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E-Teaching in Higher Education : An essential prerequisite for E-Learning
(2018)
Vol. 7
Núm. 2
Pág. 93-97
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2 |
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Assembling new toolboxes of methods and theories for innovative critical research on educational technology
(2021)
Vol. 10
Núm. 1
Pág. 1-14
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2 |
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Didactics of the use of ICT and traditional teaching aids in municipal higher education institutions
(2012)
Vol. 1
Núm. 1
Pág. 33-40
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2 |
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Non-technological Learning Environments in a Technological World : Flipping Comes to the Aid
(2018)
Vol. 7
Núm. 2
Pág. 88-92
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2 |
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The future of the teaching profession from the perspective of students with a Major in Education
(2017)
Vol. 6
Núm. 2
Pág. 87-92
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2 |
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The smartphone as a pedagogic tool. Student profiles as related to its use and knowledge
(2020)
Vol. 9
Núm. 1
Pág. 91-109
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2 |
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Learning styles and the use of ICT in university students within a competency-based training model
(2019)
Vol. 8
Núm. 1
Pág. 1-6
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2 |
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Multimedia annotations for practical collaborative reasoning
(2021)
Vol. 10
Núm. 2
Pág. 264-278
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1 |
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Validity and reliability of a questionnaire on primary and secondary school teachers’ perception of teaching a competence-based curriculum model
(2018)
Vol. 7
Núm. 1
Pág. 46-51
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1 |
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Web 2.0 for the invigoration and participation of families and communities
(2016)
Vol. 5
Núm. 1
Pág. 38-43
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1 |
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Professional development in teacher digital competence and improving school quality from the teachers' perspective: a case study
(2015)
Vol. 4
Núm. 2
Pág. 115-122
|
1 |
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Game-based learning : Increasing the logical-mathematical, naturalistic, and linguistic learning levels of Primary School students
(2018)
Vol. 7
Núm. 1
Pág. 31-39
|
1 |
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Online tutoring procedure for research project supervision: management, organization and key elements
(2015)
Vol. 4
Núm. 2
Pág. 123-132
|
1 |
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Comparing and deciding: a historical note on education policy
(2013)
Vol. 2
Núm. 2
Pág. 88-94
|
1 |
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Exploratory study on video game addiction of college students in a pandemic scenario
(2021)
Vol. 10
Núm. 2
Pág. 330-346
|
1 |
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Rethinking the role of higher education
(2013)
Vol. 2
Núm. 1
Pág. 1-2
|
1 |
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An interdisciplinary study in initial teacher training
(2014)
Vol. 3
Núm. 2
Pág. 67-74
|
1 |
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Assessing teacher digital competence : The construction of an instrument for measuring the knowledge of pre-service teachers
(2019)
Vol. 8
Núm. 1
Pág. 73-78
|
1 |
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Sharing Love for a Common World On and Off Screen : A Pedagogical and Technocentric Account
(2022)
Vol. 11
Núm. 1
Pág. 1-14
|
1 |
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Analysis of risks in a Learning Management System: A case study in the Spanish National University of Distance Education (UNED)
(2015)
Vol. 4
Núm. 1
Pág. 62-68
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1 |
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Introducing everyday 'Digital Literacy Practices' into the classroom : An analysis of multi-layered media, modes and their affordances
(2018)
Vol. 7
Núm. 2
Pág. 131-139
|
1 |
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Online learning: From the curriculum for all to the curriculum for each individual
(2021)
Vol. 10
Núm. 1
Pág. 122-136
|
1 |
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Assessing Personal Learning Environments (PLEs). An expert evaluation
(2013)
Vol. 2
Núm. 1
Pág. 39-44
|
1 |
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Bibliometric and collaborative network analysis on active methodologies in education
(2020)
Vol. 9
Núm. 2
Pág. 259-274
|
1 |
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Governance in educational institutions in Portugal
(2016)
Vol. 5
Núm. 1
Pág. 17-22
|
1 |
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ICT training of university teachers in a personal learning environment. Project DIPRO 2.0
(2012)
Vol. 1
Núm. 1
Pág. 2-6
|
1 |
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Predictive value of social skills in living together at primary school. Analysis in a cultural diversity context
(2012)
Vol. 1
Núm. 1
Pág. 13-21
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1 |
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Strategies for media literacy: Audiovisual skills and the citizenship in Andalusia
(2012)
Vol. 1
Núm. 1
Pág. 22-26
|
1 |
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Digital Leisure: An Opportunity for Intergenerational Well-Being in Times of Pandemic?
(2022)
Vol. 11
Núm. 1
Pág. 31-48
|
1 |
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Lean Startup as a learning methodology for developing digital and research competencies
(2019)
Vol. 8
Núm. 2
Pág. 227-242
|
1 |
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Actions and achievements of self-regulated learning in personal environments : Actions and achievements of self-regulated leaResearch on students participating in the Graduate Program in Preschool Education at the University of Granada
(2017)
Vol. 6
Núm. 2
Pág. 135-143
|
1 |
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Problems and challenges for the politics of education before the change of prominence experienced by educational actors
(2013)
Vol. 2
Núm. 2
Pág. 63-71
|
1 |
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Educational possibilities of video games in the Primary Education stage according to teachers in training : A case study
(2019)
Vol. 8
Núm. 1
Pág. 42-49
|
1 |
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The educational possibilities of Augmented Reality
(2016)
Vol. 5
Núm. 1
Pág. 44-50
|
1 |
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Impact of Online Emotions and Netiquette on Phubbing from a Gender Perspective: Educational Challenges
(2022)
Vol. 11
Núm. 1
Pág. 64-78
|
1 |
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Children’s right to play and its implementation : A comparative, international perspective
(2021)
Vol. 10
Núm. 2
Pág. 279-294
|
1 |
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Reggio Emilia: An essential tool to develop critical thinking in early childhood
(2017)
Vol. 6
Núm. 1
Pág. 50-56
|
1 |
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Projection of the Flipped Learning Methodology in the teaching staff of cross-border contexts
(2019)
Vol. 8
Núm. 2
Pág. 184-200
|
1 |
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Analysis of digital self-presentation practices and profiles of Spanish adolescents on Instagram and TikTok
(2022)
Vol. 11
Núm. 1
Pág. 49-63
|
1 |
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The gender gap in STEM fields : Theories, movements, and ideas to engage girls in STEM
(2018)
Vol. 7
Núm. 2
Pág. 148-153
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1 |
