Blended learningpanorama y perspectivas

Referencias bibliográficas

• Aguaded, I. & Fandos, M. (2008). Web 2 (y 3).0 desde una óptica impresario. Edutec, 26. https://doi.org/10.21556/edutec.2008.26.467
• Aguaded, I. & Fandos, M. (2008). Blended Learning: The Key to Success in a Training Company. ITDL, International Journal of Instructional Technology and Distance Learning, 5(8), 1-10.
• Aguaded, I. & Cabero, J. (2013). Tecnologías y medios para la educación en la e-sociedad. Madrid: Alianza.
• Banditvilai, C. (2016). Enhancing Students' Language Skills through Blended Learning. Electronic Journal Of E-Learning, 14(3), 223-232.
• Bartolomé, A. R. (2004). Blended Learning. Conceptos básicos. Pixel-Bit, 23, 7-20.
• Bartolomé, A.R. (2008). Entornos de aprendizaje mixto en Educación Superior. RIED, 11(1), 15-51. https://doi.org/10.5944/ried.1.11.955
• Basol, G. & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers In Human Behavior, 58, 388-397. https://doi.org/10.1016/j.chb.2016.01.010
• Borgobello, A. & Roselli, N.D. (2016). Rendimiento académico e interacción sociocognitiva de estudiantes en un entorno virtual. Educação e Pesquisa, 42(2), 359-374. https://doi.org/10.1590/S1517-9702201606143478
• Brame, C.J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE-Life Sciences Education, 15(4). https://doi.org/10.1187/cbe.16-03-0125
• Burchett, S., Hayes, J., Pfaff, A., Satterfield, E.T., Skyles, A. & Woelk, K. (2016). Piloting Blended Strategies To Resolve Laboratory Capacity Issues in a First-Semester General Chemistry Course. Journal of Chemical Education, 93(7), 1217-1222. https://doi.org/10.1021/acs.jchemed.6b00078
• Cardak, C.S. & Selvi, K. (2016). Increasing teacher candidates' ways of interaction and levels of learning through action research in a blended course. Computers in Human Behavior, 61, 488-506. https://doi.org/10.1016/j.chb.2016.03.055
• Cavanaugh, C., Hargis, J. & Mayberry, J. (2016). Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance. International Review of Research in Open and Distributed Learning, 17(3), 263-275.
• Ciabocchi, E., Ginsberg, A. & Picciano, A. (2016). A Study of Faculty Governance Leaders' Perceptions of Online and Blended Learning. Online Learning, 20(3), 52-73.
• Cigdem, H. & Ozturk, M. (2016). Factors Affecting Students' Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School. International Review of Research in Open and Distributed Learning, 17(3), 276-U718.
• Corovic, S., Mahnic-Kalamiza, S. & Miklavcic, D. (2016). Education on electrical phenomena involved in electroporation-based therapies and treatments: a blended learning approach. Biomedical Engineering Online, 15. https://doi.org/10.1186/s12938-016-0152-7
• Chen W., Zhang J. & Yu, Z. (2016). Learning Outcomes and Affective Factors of Blended Learning of English for Library Science. International Journal of Information and Communication Technology Education, 12(3), 13-25. https://doi.org/10.4018/IJICTE.2016070102
• Diep, N.A., Cocquyt, C., Zhu, C. & Vanwing, T. (2016). Predicting adult learners' online participation: Effects of altruism, performance expectancy, and social capital. Computers & Education, 101, 84-101. https://doi.org/10.1016/j.compedu.2016.06.002
• Ellis, R.A. & Bliuc, A. (2016). An exploration into first-year university students' approaches to inquiry and online learning technologies in blended environments. British Journal of Educational Technology, 47(5), 970-980. https://doi.org/10.1111/bjet.12385
• Ellis, R.A., Pardo, A. & Han, F. (2016). Quality in blended learning environments - Significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102. https://doi.org/10.1016/j.compedu.2016.07.006
• Ergun, E. & Usluel, Y.K. (2016). An Analysis of Density and Degree-Centrality According to the Social Networking Structure Formed in a Online Learning Environment. Educational Technology & Society, 19(4), 34-46.
• Evans, K.H., Thompson, A.C., O'Brien, C., Bryant, M., Basaviah, P., Prober, C., & Popat, R.A. (2016). An Innovative Blended Preclinical Curriculum in Clinical Epidemiology and Biostatistics: Impact on Student Satisfaction and Performance. Academic Medicine, 91(5), 696-700. https://doi.org/10.1097/ACM.0000000000001085
• Feizalahzadeh, H., Valizadeh, S., Avari, M. & Virani, F. (2016). A Study on the Effect of Lecture and Multimedia Software on Drug Calculation and Prescription: A Systematic Review. Crescent Journal of Medical and Biological Sciences, 3(3), 75-80.
• Fernández-Sánchez, N. (2011). Promoción del cambio de estilos de aprendizaje y motivaciones en estudiantes de educación superior mediante actividades de trabajo colaborativo en blended learning. RIED, 14(2), 189-208. https://doi.org/10.5944/ried.2.14.795
• Forbes, H., Oprescu, F.I., Downer, T., Phillips, N.M., McTier, L., Lord, B. & Visser, I. (2016). Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Education Today, 42, 53-56. https://doi.org/10.1016/j.nedt.2016.04.010
• Fryer, L.K. & Bovee, H.N. (2016). Supporting students' motivation for e-learning: Teachers matter on and offline. Internet and Higher Education, 30, 21-29. https://doi.org/10.1016/j.iheduc.2016.03.003
• García-Martínez, S. (2016). Percepciones y valoraciones de alumnos en edad escolar sobre su experiencia de aprendizaje en un programa semipresencial de lengua y cultura españolas. RIED, 19(2), 237-262. https://doi.org/10.5944/ried.19.2.15398
• García-Beltrán, A., Martínez, R., Jaén, J. & Tapia, S. (2016). Self-assessment in virtual teaching and learning environments. RED, 50. https://doi.org/10.6018/red/50/14
• Gawlik-Kobylinska, M., Trochowska, K. & Maciejewski, P. (2016). Civil-military intercultural education and training in the form of blended learning. E-Mentor, 3, 24-34.
• González, M.C., Martín, S.C. & Arriba, J.M. (2016). Experiencias de trabajo colaborativo mediante Tecnologías de la Información y la Comunicación entre profesores. Revista Portuguesa de Educação, 29(1), 75-98. https://doi.org/10.21814/rpe.6996
• Grant, S. (2016). Peer review process completion rates and subsequent student perceptions within completely online versus blended modes of study. System, 62, 93-101. https://doi.org/10.1016/j.system.2016.06:010
• Green, R.A. & Whitburn, L.Y. (2016). Impact of Introduction of Blended Learning in Gross Anatomy on Student Outcomes. Anatomical Sciences Education, 9(5), 422-430. https://doi.org/10.1002/ase.1602
• Guerra, S., González, N. & García-Ruiz, R. (2010). Utilización de las TIC por el profesorado universitario como recurso didáctico [Study on the Use of ICTs as Teaching Tools by University Instructors]. Comunicar, 35, 141-148. https://doi.org/10.3916/C35-2010-03-07
• Harkanen, M., Voutilainen, A., Turunen, E. & Vehvilainen-Julkunen, K. (2016). Systematic review and meta-analysis of educational interventions designed to improve medication administration skills and safety of registered nurses. Nurse Education Today, 41, 36-43. https://doi.org/10.1016/j.nedt.2016.03.017
• Henderson, S., Dalton, M. & Cartmel, J. (2016). Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians. Journal of Continuing Education in The Health Professions, 36(3), 211-217. https://doi.org/10.1097/CEH.0000000000000093
• Hinojo, F.J., Aznar, I. & Cáceres, M.P. (2009). Percepciones del alumno sobre el blended learning en la Universidad. Comunicar, 33, 165-174.
• Hong, J., Hwang, M., Wu, N., Huang, Y., Lin, P. & Chen, Y. (2016). Integrating a moral reasoning game in a blended learning setting: effects on students' interest and performance. Interactive Learning Environments, 24(3), 572-589. https://doi.org/10.1080/10494820.2014.908926.
• Hurst, K.M. (2016). Using video podcasting to enhance the learning of clinical skills: A qualitative study of physiotherapy students' experiences. Nurse Education Today, 45, 206-211. https://doi.org/10.1016/j.nedt.2016.08.011
• Jeong, J.S., Gonzalez-Gomez, D. & Canada-Canada, F. (2016). Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom. Journal of Science Education and Technology, 25(5), 747-758. https://doi.org/10.1007/s10956-016-9630-8.
• Kim, D., Park, Y., Yoon, M. & Jo, I. (2016). Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments. Internet and Higher Education, 30, 30-43. https://doi.org/10.1016/j.iheduc.2016.03.002
• Kintu, M.J. & Zhu, C. (2016). Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University. Electronic Journal of e-Learning, 14(3), 181-195.
• Kumar, S. & Daniel, B.K. (2016). Integration of learning technologies into teaching within Fijian Polytechnic Institutions. International Journal of Educational Technology in Higher Education, 13. https://doi.org/10.1186/s41239-016-0036-8
• Liebert, C.A., Mazer, L., Merrell, S.B., Lin, D.T. & Lau, J.N. (2016). Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study. Surgery, 160(3), 591-598. https://doi.org/10.1016/j.surg.2016.03.034
• Liu, M. (2016). Blending a class video blog to optimize student learning, outcomes in higher education. Internet and Higher Education, 30, 44-53. https://doi.org/10.1016/j.iheduc.2016.03.001.
• Lupi, C., Ward-Peterson, M. & Chang, W. (2016). Advancing non-directive pregnancy options counseling skills: A pilot Study on the use of blended learning with an online module and simulation. Contraception, 94(4), 348-352. https://doi.org/10.1016/j.contraception.2016.03.005.
• Maldonado Molina Pagnez, K.S. (2016). Training of Teachers For Acting In The School Inclusion. Journal of Research in Special Educational Needs, 16, 70-74. https://doi.org/10.1111/1471-3802.12127
• Maraver, P., Mojarro, A. & Aguaded, I. (2014). Social Network Analysis of a Blended Learning Experience in Higher Education. Research on Education and Media. http://rem.pensamultimedia.it.
• Marei, H.F. & Al-Khalifa, K.S. (2016). Pattern of online communication in teaching a blended oral surgery course. European Journal of Dental Education, 20(4), 213-217. https://doi.org/10.1111/eje.12163
• Margulieux, L.E., McCracken, W.M. & Catrambone, R. (2016). A taxonomy to define courses that mix face-to-face and online learning. Educational Research Review, 19, 104-118. https://doi.org/10.1016/j.edurev.2016.07.001
• Matsumoto, S. & Kojima, H. (2016). Constructing an Interaction Support System with the Capability of Social Networking Service for a Practical Lecture and Examining its Efficient Operational Policy. International Journal of Knowledge and Systems Science, 7(2), 1-27. https://doi.org/10.4018/IJKSS.2016040101
• Mauri, T., Ginesta, A. & Rochera, M. (2016). The use of feedback systems to improve collaborative text writing: A proposal for the higher education context. Innovations in Education and Teaching International, 53(4), 411-423. https://doi.org/10.1080/14703297.2014.961503
• Monedero, J.J., Cebrián, D. & Desenne, P. (2015). Usability and Satisfaction in Multimedia Annotation Tools for MOOCs [Usabilidad y satisfacción en herramientas de anotaciones multimedia para MOOC]. Comunicar, 44, 55-62. https://doi.org/10.3916/C44-2015-06
• Morton, C.E., Saleh, S.N., Smith, S.F., Hemani, A., Ameen, A., Bennie, T.D., … Toro-Troconis, M. (2016). Blended learning: how can we optimise undergraduate student engagement? BMC Medical Education, 16. https://doi.org/10.1186/s12909-016-0716-z
• Nicklen, P., Rivers, G., Ooi, C., Ilic, D., Reeves, S., Walsh, K., and Maloney, S. (2016). An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions. Plos One, 11(9). https://doi.org/10.1371/journal.pone.0162941
• Pellas, N. & Boumpa, A. (2016). Open Sim and Sloodle Integration for Preservice Foreign Language Teachers' Continuing Professional Development: A Comparative Analysis of Learning Effectiveness Using the Community of Inquiry Model. Journal of Educational Computing Research, 54(3), 407-440. https://doi.org/10.1177/0735633115615589
• Perez-Domínguez, Y., Tellez-Carralero, A., Cespedes-Labrada, T. & Lemes-Perez, A. (2016). The Class Meeting, essential guide for achieving education through instruction in Municipal University Centers. Dilemas Contemporaneos. Educacion Política y Valores, 3(3).
• Pickering, J.D. & Joynes, V.C. (2016). A holistic model for evaluating the impact of individual technology-enhanced learning resources. Medical Teacher, 38(12), 1242-1247. https://doi.org/10.1080/0142159X.2016.1210112
• Porter, J., Kleve, S. & Palermo, C. (2016). An exploratory study comparing two electronic portfolio approaches in undergraduate dietetic education. Nutrition & Dietetics, 73(3), 235-240. https://doi.org/10.1111/1747-0080.12210
• Porter, W.W. & Graham, C.R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748-762. https://doi.org/10.1111/bjet.12269
• Raymond, A., Jacob, E., Jacob, D. & Lyons, J. (2016). Peer learning a pedagogical approach to enhance online learning: A qualitative exploration. Nurse Education Today, 44, 165-169. https://doi.org/10.1016/j.nedt.2016.05.016
• Rienties, B. & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333-341. https://doi.org/10.1016/j.chb.2016.02.074
• River, J., Currie, J., Crawford, T., Betihavas, V. & Randall, S. (2016). A systematic review examining the effectiveness of blending technology with team-based learning. Nurse Education Today, 45, 185-192. https://doi.org/10.1016/j.nedt.2016.08.012
• Rubia, B. & Guitert, M. (2014). ¿La revolución de la enseñanza? El aprendizaje colaborativo en entornos virtuales (CSCL) [Revolution in Education: Computer Support for Collaborative Learning]. Comunicar, 42, 10-14. https://doi.org/10.3916/C42-2014-a2
• Sajid, M.R., Laheji, A.F., Abothenain, F., Salam, Y., AlJayar, D. & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? International Journal of Medical Education, 7, 281-285. https://doi.org/10.5116/ijme.57a7.83d4.
• Salinas Ibáñez, J. (1997). Modelos mixtos de formación universitaria presencial ya distancia: el Campus Extens. Cuadernos de Documentación Multimedia, 6-7, 55-64.
• Spector, J.M., Ifenthaler, D., Sampson, D., Yang, L., Mukama, E., Warusavitarana, A., and Gibson, D.C. (2016). Technology Enhanced Formative Assessment for 21st Century Learning. Educational Technology & Society, 19(3), 58-71.
• Struempler, B., Parmer, S.M. & Funderburk, K. (2016). Use of Blended Learning to Improve Nutrition Knowledge in Third-Graders. Journal of Nutrition Education and Behavior, 48(7), 510-511. https://doi.org/10.1016/j.jneb.2016.04.401
• Sullivan, D.P. (2016). An Integrated Approach to Preempt Cheating on Asynchronous, Objective, Online Assessments in Graduate Business Classes. Online Learning, 20(3), 195-209.
• Swift, A., Efstathiou, N. & Lameu, P. (2016). Is LabTutor a helpful component of the blended learning approach to biosciences? Journal of Clinical Nursing, 25(17-18), 2683-2693. https://doi.org/10.1111/jocn.13175
• Szeto, E. & Cheng, A.Y.N. (2016). Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience? Interactive Learning Environments, 24(3), 487-503. https://doi.org/10.1080/10494820.2014.881391
• Tangarife-Chalarca, D., Blanco-Palencia, M. & Diaz-Cabrera, G.M. (2016). Technologies and Methodologies Applied in the Teaching of Literacy to People with Down syndrome. Digital Education Review, 29, 265-282.
• Thomas, A.O., Antonenko, P.D. & Davis, R. (2016). Understanding metacomprehension accuracy within video annotation systems. Computers in Human Behavior, 58, 269-277. https://doi.org/10.1016/j.chb.2016.01.014
• Thomas, G., Duddu, V. & Gater, R. (2016). Blending an e-learning package into a problem-based learning module. International Journal of Medical Education, 7, 259-260. https://doi.org/10.5116/ijme.5787.617d
• Trujillo-Maza, E.M., Gomez-Lozano, M.T., Cardozo Alarcon, A.C., Moreno, Zuluaga, L. & Gamba Fadul, M. (2016). 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. International Journal of Educational Technology in Higher Education, 13. https://doi.org/10.1186/s41239-016-0027-9
• Tuapawa, K. (2016). Interpreting Experiences of Teachers Using Online Technologies to Interact with Students in Blended Tertiary Environments. International Journal of Information and Communication Technology Education, 12(4), 76-87. https://doi.org/10.4018/IJICTE.2016100107
• Turel, Y.K. (2016). Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting. Internet and Higher Education, 31, 79-86. https://doi.org/10.1016/j.iheduc.2016.07.001
• Ungerer, L.M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. International Review of Research in Open and Distributed Learning, 17(5), 1-27.
• Vivas Urias, M.D., Andres-Ortega, S., Gomez-Navarro, M. (2016). Development of Digital Competencies in Online Instruction: The Case Study of the Foundation Subject for the Building Engineering Degree. Red, 49. https://doi.org/10.6018/red/49/8
• Whiteside, A.L., Dikkers, A.G. & Lewis, S. (2016). More Confident Going into College: Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative. Online Learning, 20(4), 136-156.
• Willem, C., Aiello, M. & Bartolomé, A. R. (2007). Blended Learning and New Literacies. The International Journal of Technology, Knowledge & Society, 2, 3-9.
• Windisch, H.C. (2016). How to motivate adults with low literacy and numeracy skills to engage and persist in learning: A Literature review of Policy Interventions. International Review of Education, 62(3), 279-297. https://doi.org/10.1007/s11159-016-9553-x
• Wu, B., Hu, Y., Gu, X. & Lim, C.P. (2016). Professional Development of New Higher Education Teachers With Information and Communication Technology in Shanghai: A Kirkpatrick's Evaluation Approach. Journal of Educational Computing Research, 54(4), 531-562. https://doi.org/10.1177/0735633115621922
• Yamada, M., Goda, Y., Matsuda, T., Saito, Y., Kato, H. & Miyagawa, H. (2016). How does self-regulated learning relate to active procrastination and other learning behaviors? Journal of Computing In Higher Education, 28(3), 326-343. https://doi.org/10.1007/s12528-016-9118-9
• Yilmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373-382. https://doi.org/10.1016/j.chb.2016.05.055
• Zhu, Y., Au, W. & Yates, G. (2016). University students' self-control and self-regulated learning in a blended course. Internet And Higher Education, 30, 54-62. https://doi.org/10.1016/j.iheduc.2016.04.001