Artículos en revistas

2024

  • Cufuna, D.S.A., Duart, J.M., Rangel-de Lazaro, G. (2024). Augmented Reality in Higher Education: Interactions in LLM-Based Teaching and Learning. In: Guralnick, D., Auer, M.E., Poce, A. (eds) Creative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education. TLIC 2024. Lecture Notes in Networks and Systems, vol 1150. Springer. Link: https://doi.org/10.1007/978-3-031-72430-5_10
  • Guàrdia Ortiz, Lourdes; Bekerman, Zvi; Zapata Ros, Miguel Presentation of the special issue «Generative AI, ChatGPT and Education. Consequences for Intelligent Learning and Educational Evaluation» RED: Revista de Educación a Distancia, 2024, vol. 24, no. 78, pp. 1-19. Link: https://dialnet.unirioja.es/servlet/articulo?codigo=9673172
  • Usart, M (Usart, Mireia) ; Lázaro-Cantabrana, JL (Lazaro-Cantabrana, Jose-Luis) ; Romeu, T (Romeu, Teresa) ; Gisbert-Cervera, M (Gisbert-Cervera, Merce) (2024) Digital competence profiles of first year, pre-service teachers. Analysis in the Catalan university system. Link: https://www.researchgate.net/publication/346054946_Validation_of_a_tool_for_self-evaluating_teacher_digital_competence
  • Raffaghelli, J. E., Romero Carbonell, M., & Romeu-Fontanillas, T. (2024). In my opinion, the TOS… Situating personal data literacy interventions. Information and Learning Sciences, 125(5/6), pp 367-388. ISSN: 2398-5348. Link: https://www.emerald.com/insight/content/doi/10.1108/ILS-06-2023-0086/full/html
  • Romero Carbonell, M., Romeu Fontanillas, T., Guitert Catasús, M. y Baztán Quemada, P. (2024). Validation of the OCPBL model for online collaborative project-based learning. [Validación del modelo ABPCL para el aprendizaje basado en proyectos colaborativos en línea]. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), pp. 159-181. Link: https://doi.org/10.5944/ried.27.2.39120181
  • Álvarez López, F., Saigí Rubió, F., & Maina, M. F. (2024). Simulador de Realidad Virtual en Cirugía Mínimamente Invasiva Basado en la Ciencia del Diseño y el Marco de Validación de Messick . Revista de Educación a Distancia (RED), 24(79). Link: https://doi.org/10.6018/red.608201
  • Manca, S., Raffaghelli, J. E. & Sangrà, A. (2024). Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators. British Educational
    Research Journal, 50, 307–330. Link: https://doi.org/10.1002/berj.3927
  • Guàrdia Ortiz, L., Maina, M., Cabrera Lanzo, N., & Fernández-Ferrer, M. (2024). La autorregulación del aprendizaje desde un enfoque de feedback entre pares: perspectivas de la IA generativa. Revista de Educación a Distancia (RED), 24(78). Link: https://doi.org/10.6018/red.599511

2023

  • N. Cabrera, M.Fdez.Ferrer, M. Maina, A.Sangrá Diseño de una propuesta de autoevaluación para el desarrollo de la autorregulación en educación superior en línea. RIED. DOI: https://doi.org/10.5334/jime.752
  • Romero, M., Guitert, M., Romeu, T., & Baztán, P. La transformación digital en la educación superior: La UOC como referente. Link: https://revistas.uned.es/index.php/ried/issue/view/1697
  • Marta Marimon-Martí, Teresa Romeu, Mireia Usart, Elena Sofía Ojando (2023) Análisis de la autopercepción de la competencia digital docente en la formación inicial de maestros y maestras. Link: https://revistas.um.es/rie/issue/view/21211
  • Raffaghelli, Juliana Elisa; Grion, Valentina; De Rossi, Marina Data practices in quality evaluation and assessment: Two universities at a glance Higher Education Quarterly, 2023, vol. 77, no. 1, pp. 7-26. Link: https://doi.org/10.1111/hequ.12361
  • Rojas Briñez, Diana K.; Duart Montoliu, Josep M.; Galvis Panqueva, Álvaro Hernán
    Findings and derived challenges concerning how school leaders should support ICT integration at schools
    School Leadership & Management: Formerly School Organisation, 2023, vol. 43, no. 5, pp. 497-524. Link: https://doi.org/10.1080/13632434.2023.2237514
  • Rangel de Lázaro, Gizéh; Duart Montoliu, Josep M. You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education Sustainability, 2023, vol. 15, no. 4, pp. 1-23. Link: https://research.uoc.edu/portal/_resources/CA/documents/recerca/Memories/Memxria_recerca_2023.pdf
  • Raffaghelli, Juliana Elisa; Manca, Stefania Exploring the social activity of open research data on ResearchGate: implications for the data literacy of researchers Online Information Review, 2023, vol. 47, no. 1, pp. 197-217. Link: https://doi.org/10.1108/OIR-05-2021-0255
  • Ilomäki, L., Lakkala, M., Kallunki, V., Mundy, D., Romero, M., Romeu, T., & Gouseti, A. (2023). Critical digital literacies at school level: A systematic review. Review of Education, 11(3), Link: https://doi.org/10.1002/rev3.3425
  • Loría-Solano, E., Guitert, M., & Raffaghelli, J. E. (2023). (Open) Data literacy: Which relationships with open data adoption? A systematic review of the literature. Italian Journal of Educational Technology. Accepted Manuscript Online. Link: 10.17471/2499-4324/1303
  • Fernández-Olaskoaga, Lorea, Montse Guitert Catasús, Teresa Romeu Fontanillas, and Juan Pedro Cerro Martínez. 2023. «Learning Analytics: A View on the Design and Assessment of Asynchronous Online Discussions for Better Teaching Performance» Education Sciences 13, no. 10: 1064. Link: https://doi.org/10.3390/educsci13101064
  • Rangel-de Lazaro, G., & Duart, J. (2023). Moving Learning: A Systematic Review of Mobile Learning Applications for Online Higher Education. Journal of New Approaches in Educational Research, 12(2), 198-224. Link: https://doi.org/10.7821/naer.2023.7.1287
  • Maina, M, Guàrdia, L., Mancini, F. & García, C. (2023). Development of a Model for Transversal Competence Assessment in K-12: an Internal Validation Study for the Digital Competence. Interaction Design & Architecture(s) (pp. 47-64). Link: https://doi.org/10.55612/s-5002-057-003
  • Guàrdia, L.; Maina, M.; Mancini, F.; Martínez-Melo, M. Key Quality Factors in Digital Competence Assessment: A Validation Study from Teachers’ Perspective. Appl. Sci. 2023, 13(4), 2450. Link: https://doi.org/10.3390/app13042450
  • Silva Amino, C. D., & Macias Jama, J. D. (2023). Uso de la Realidad Aumentada en la praxis docente: Reflexiones transdisciplinares para la educación. Revista Scientific, 8(28), 152–168. Link: https://doi.org/10.29394/Scientific.issn.2542-2987.2023.8.28.8.152-168

2022

  • Peters, M, Guitert-Catasús, M and Romero, M. 2022. Finding Balance through Connected Learning Designs: Disentangling Self-Regulated and Co-Regulated Learning in Online Postgraduate Education. Journal of Interactive Media in Education, 2022(1): 4, pp. 1–14. DOI: https://doi.org/10.5334/jime.752
  • Marimón, M., Romeu, T., Ojando, E, Esteve, V. Competencia Digital Docente: autopercepción en estudiantes de Educación. DOI: https://doi.org/10.12795/pixelbit.93208
  • Bruguera, C., Guitert, M. & Romeu, T. Social media in the learning ecologies of communications students: Identifying profiles from students’ perspective. Educ Inf Technol (2022). DOI: https://doi.org/10.1007/s10639-022-11169-3
  • Reixach E, Andrés E, Sallent Ribes J, Gea-Sánchez M, Àvila López A, Cruañas B, González Abad A, Faura R, Guitert M, Romeu T, Hernández-Encuentra E, Bravo-Ramirez S, Saigí-Rubió F
    Measuring the Digital Skills of Catalan Health Care Professionals as a Key Step Toward a Strategic Training Plan: Digital Competence Test Validation Study J Med Internet Res 2022;24(11):e38347. DOI: 10.2196/38347
  • Lanzo, N. C., Ortiz, L. G., & Sangrà, A. (2022). Desarrollo profesional de docentes universitarios en línea: un análisis desde las ecologías de aprendizaje. Educar, 58(2), 321-336. DOI: https://doi.org/10.5565/rev/educar.1528
  • Sangrà, A. (2022). Una mirada diferente para la Educación Híbrida. Video Journal of Social and Human Research, 1(2), 117-125. Link: https://doi.org/10.18817/vjshr.v1i2.33
  • González-Sanmamed, M.; Sangrà, A.; & Lorenzo-Quiles, O. (2022). Extended learning in the digital society: combining formal and informal settings. Culture & Education, 34(4), 755-766. Link: https://doi.org/10.1080/11356405.2022.2109268
  • Estévez, I.; Souto-Seijo, A.; González-Sanmamed, M.; & Sangrà, A. (2022). Combining education scenarios and modalities: the contextual dimension of health sciences professors’ learning ecologies. Culture & Education, 34(4), 767-799. Link: https://doi.org/10.1080/11356405.2022.2109266
  • Brasher, A.; Whitelock, D.; Holmes, W.; Pozzi, F.; Persico, D.; Manganello, F.; Passarelli, M., & Sangrà, A. (2022). Comparing the comparators: how should the quality of education offered by online universities be evaluated? European Journal of Education, 57(2), 306-324. Link: https://doi.org/10.1111/ejed.12497
  • Sangrà, A., Arnold, D., & Gallifa, J. (2022). Liderazgo y tensiones en la universidad: el reto de integrar la educación digital. American Journal of Distance Education, 36(1), 70-83. Link: https://doi.org/10.1080/08923647.2022.2027687
  • Maina, M, Guàrdia, L., Mancini, F. & Martinez Melo, M. (2022). A micro-credentialing methodology for improved recognition of HE employability skills. Int J Educ Technol High Educ 19, 10. https://doi.org/10.1186/s41239-021-00315-5
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2022). Balancing technology, pedagogy and the new normal: post-pandemic challenges for higher education (translated by Junhong Xiao). Distance Education in China, 3, 26-41. Link:10.13541/j.cnki.chinade.2022.03.007
  • Cabrera, N., Guàrdia, L. & Sangrà, A., (2022). Desarrollo profesional de docentes universitarios online: un análisis desde las ecologías de aprendizaje. Educar, 58(2), 305-320. Link: https://doi.org/10.5565/rev/educar.1528
  • Guàrdia, L., Romero, M. & Raffaghelli, J. E. (2022). Desarrollo Profesional Docente más allá de la pandemia: Un estudio Delphi sobre el potencial del concepto de ecologías de aprendizaje. Educación, 31(60), 1-13. Link: https://revistas.pucp.edu.pe/index.php/educacion/article/view/25008
  • Cabrera, N., Guàrdia, L. & Sangrà, A., (2022). Desarrollo profesional de docentes universitarios online: un análisis desde las ecologías de aprendizaje. Educar, 58(2), 305-320. Link: https://doi.org/10.5565/rev/educar.1528
  • Maina, M.F., Guàrdia Ortiz, L., Mancini, F. et al. A micro-credentialing methodology for improved recognition of HE employability skills. Int J Educ Technol High Educ 19, 10 (2022). https://doi.org/10.1186/s41239-021-00315-5

2021

  • Bozzi, M., Raffaghelli, J.E., Zani, M. (2021) «Peer Learning as a Key Component of an Integrated Teaching Method: Overcoming the Complexities of Physics Teaching in Large Size Classes» Education Sciences 11, no. 2: 67. https://doi.org/10.3390/educsci11020067
  • Guàrdia, L., Clougher, D., Anderson, T., & Maina, M. (2021). IDEAS for Transforming Higher Education: An Overview of Ongoing Trends and Challenges. The International Review of Research in Open and Distributed Learning, 22(2), 166-184. https://doi.org/10.19173/irrodl.v22i2.5206
  • Raffaghelli, J. E., Grion, V., & De Rossi, M. (2021). «Data practices in quality evaluation and assessment: two universities at a glance» . Higher Education Quarterly. https://doi.org/10.1111/HEQU.12361 
  • Raffaghelli, J.E. (2021) Datificazione e istruzione superiore: verso la costruzione di un quadro competenziale per una rinnovata Digital Scholarship. Excellence and Innovation in Learning and Teaching. (S.I) Jan. 2021 127-147. http://dx.doi.org/10.3280/exioa0-2021oa11132
  • Raffaghelli, J. E., Grion, V., & De Rossi, M. (2021). Pratiche basate sui dati nella valutazione e l’analisi della qualità didattica: il caso dell’Università di Padova. Qwerty – Open and Interdisciplinary Journal of Technology, Culture and Education, 16(1), 58–79. https://doi.org/10.30557/QW000036 
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L. & Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post-Pandemic Challenges for Higher Education. Postdigit Sci Educ 3, 715–742. https://doi.org/10.1007/s42438-021-00249-1
  • Sangrà, A., Raffaghelli, J., Sanmamed, MG, Del Carril, PCM (2021) Primary school teachers’ professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times. Publicaciones, 51(3), 21-70. https://doi.org/10.30827/publicaciones.v51i3.20790
  • Gómez, A. D., Maina, M. F., & Crespo, O. G. (2021). Uso del smartphone en jóvenes universitarios: Una oportunidad para el aprendizaje. Pixel-Bit: Revista de medios y educación, 60(1), 211-227.  Link: https://doi.org/10.12795/pixelbit.76861
  • Torres Diaz, Juan C.; Duart Montoliu, Josep M.; Torres Carrión, Pablo V.; Marín Gutiérrez, Isidro (2021). Plagiarism and use of technology by high school students, Campus Virtuales, 2021, vol. 10, núm. 2, p. 175-184. Link: http://hdl.handle.net/10609/137146

2020

  • Alvarez-Lopez, F., Maina, M. F., Arango, F., & Saigí-Rubió, F. (2020). Use of a Low-Cost Portable 3D Virtual Reality Simulator for Psychomotor Skill Training in Minimally Invasive Surgery: Task Metrics and Score Validity. JMIR Serious Games, 8(4), e19723. https://doi.org/10.2196/19723
  • Alvarez-Lopez, F., Maina, M. F., & Saigí-Rubió, F. (2020). Use of a Low-Cost Portable 3D Virtual Reality Gesture-Mediated Simulator for Training and Learning Basic Psychomotor Skills in Minimally Invasive Surgery: Development and Content Validity Study. Journal of Medical Internet Research22(7), e17491. https://doi.org/10.2196/17491
  • Araújo da Silva, K., Behar, P., Romeu, T., & Guitert, M. (2020). Construção e Validação de um Modelo de Competências Digitais para alunos da Educação a Distância no Brasil: MCompDigEAD – Construction and Validation of a Model of Digital Competencies for Distance Education Students in Brazil: MCompDigEAD. Revista Latinoamericana de Tecnología Educativa – RELATEC, 19(1), 45–61. https://doi.org/10.17398/1695-288X.19.1.45
  • Cerro, J. P., Guitert, M., & Romeu, T. (2020). Impact of using learning analytics in asynchronous online discussions in higher education. International Journal of Educational Technology in Higher Education17(1), 261- 278. doi: https://doi.org/10.1186/s41239-020-00217-y
  • Ghislandi, P. M. M., Raffaghelli, J. E., Sangrà, A., & Ritella, G. (2020). The Street Lamp Paradox: Analysing Students’ Evaluation of Teaching through Qualitative and Quantitative Approaches. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (21), 65-85.
  • Guitert, MRomeu, TBaztán, PThe digital competence framework for primary and secondary schools in EuropeEur J Educ2020001– 17https://doi.org/10.1111/ejed.12430
  • Guitert, M., Romeu, T., & Romero, M. (2020) Elementos clave para un modelo de aprendizaje basado en proyectos colaborativos online (ABPCL) en la Educación Superior, American Journal of Distance Education, 34:3, 241-253, DOI: 10.1080/08923647.2020.1805225
  • Maina, M. F., Santos-Hermosa, G., Mancini, F. & Guàrdia Ortiz, L. (2020). Open educational practices (OEP) in the design of digital competence assessment, Distance Education 41 (2), 1-18. https://doi.org/10.1080/01587919.2020.1757407
  • Raffaghelli, J & Stewart, B. (2020) Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: a systematic review of the literature, Teaching in Higher Education, 25:4, 435-455, DOI: 10.1080/13562517.2019.1696301
  • Raffaghelli, J. (2020). Is Data Literacy a Catalyst of Social Justice? A Response from Nine Data Literacy Initiatives in Higher Education. Education Sciences, 10(9), 233. https://doi.org/10.3390/educsci10090233
  • Raffaghelli, J., Manca, S., Stewart, B., Prinsloo, P. & Sangrà, A. (2020) Supporting the development of critical data literacies in higher education: building blocks for fair data cultures in society. Int J Educ Technol High Educ, 17. https://doi.org/10.1186/s41239-020-00235-w
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L. & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigit Sci Educ 2, 923–945 (2020). https://doi.org/10.1007/s42438-020-00155-y
  • Romeu, T.,  Guitert, M., Raffaghelli, J. and Sangrà, A. (2020). Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom. Comunicar. https://doi.org/10.3916/C62-2020-03

2019

  • Bruguera, C., Guitert, M., and Romeu, T. (2019). Social media and professional development: a systematic review. Research in Learning Technology27. doi: https://doi.org/10.25304/rlt.v27
  • Garcia, I., Barberà, E., & Maina, M. (2019). Design of a Support System for the social regulation of learning in xMOOC. Research in Education and Learning Innovation Archives, 23, 43-61. https://doi.org/10.7203/realia.23.15914
  • Raffaghelli, J. E., & Manca, S. (2019). Is there a social life in open data? The case of open data practices in educational technology research. Publications7(1), 9. doi: https://doi.org/10.3390/publications7010009
  • Sangrà, A., Guitert, M., Cabrera-Lanzo, N., Taulats, M., Toda, L., & Carrillo, A. (2019). Collecting data for feeding the online dimension of university rankings: a feasibility test. Italian Journal of Educational Technologyhttps://doi.org/10.17471/2499-4324/1114
  • Alvarez-Lopez, F., Maina, M. F., & Saigí-Rubió, F. (2019). Use of commercial off-the-shelf devices for the detection of manual gestures in surgery: systematic literature review. Journal of medical Internet research, 21(5), e11925. https://doi.org/10.2196/11925
  • Sangrà, A., Raffaghelli, J. E. and Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 50, 1619-1638. doi : 10.1111/bjet.12795
  • Sangrà, A. , Raffaghelli, J. E. and Veletsianos, G. (2019), “Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era”. Br J Educ Technol, 50: 1615-1618. doi:10.1111/bjet.12828
  • Peters, M. and Romero, M. (2019), Lifelong learning ecologies in online higher education: Students’ engagement in the continuum between formal and informal learning. Br J Educ Technol. doi:10.1111/bjet.12803
  • Pozzi, F., Manganello, F., Passarelli, M., Persico, D., Brasher, A., Holmes, W., Whitelock, D. & Sangrà, A. (2019). Ranking Meets Distance Education: Defining Relevant Criteria and Indicators for Online Universities. International Review of Research in Open and Distributed Learning, 20(5), 42-63.

2018

  • González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., y Blanco, I. E. (2018). Ecologías de aprendizaje en la Era Digital: desafíos para la Educación Superior. PUBLICACIONES, 48(1), 11–38. doi: http://doi.org/10.30827/PUBLICACIONES.V48I1.7329
  • Milani, M., Raffaghelli, J. E., & Ghislandi, P. M. M. (2018). After hours. Teacher time in online learning. Italian Journal of Educational Technology25(3), 35–54. https://doi.org/10.17471/2499-4324/940
  • Raffaghelli, J. E. (2018). Le tecnologie educative. Italian Journal of Educational Technology26(2), 85–88. https://doi.org/10.17471/2499-4324/1018
  • Raffaghelli, J., Ghislandi, P., Sancassani, S., Canal, L., Micciolo, R., Balossi, B., … Zani, M. (2018). Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures. Educational Media International, 1–16. https://doi.org/10.1080/09523987.2018.1547544

  • Ranieri, M., Raffaghelli, J. E., & Bruni, I. (2018). Game-based student response system: Revisiting its potentials and criticalities in large-size classes. Active Learning in Higher Education, 146978741881266. https://doi.org/10.1177/1469787418812667

  • Ranieri, M., Bruni, I., & Raffaghelli, J. E. (2018). Gli Student Response System nelle aule universitarie:  esperienze d’uso e valore formativo. Lifelong Lifewide Learning14(31), 96–109. https://doi.org/10.19241/LLL.V14I31.117

  • Ranieri, M., Raffaghelli, J. E., & Pezzati, F. (2018a). Building cases for faculty development in e-learning: a design-based approach. Form@re – Open Journal per La Formazione in Rete18(1), 67–82. https://doi.org/10.13128/formare-22482

  • Ranieri, M., Raffaghelli, J. E., & Pezzati, F. (2018b). Digital resources for faculty development in e-learning: a self-paced approach for professional learning. Italian Journal of Educational Technology26(1), 104–118. https://doi.org/10.17471/2499-4324/961

  • Rocosa, B., Sangrà, A., & Cabrera, N. (2018). La organización escolar y el desarrollo de la competencia de Aprender a Aprender: Un enfoque globalizador singular. Revista de Estudios Y Experiencias En Educación, 2(1), 75–94. doi: http://doi.org/10.21703/rexe.Especial2

2017

  • Abellán, G; Guitert, M.; Romero, M. & Romeu, T. (2017) Pre-service online teacher training based on the collaboration among teachers. ICERI2017 Proceedings, pp. 4581-4588. doi: 10.21125/iceri.2017.1229

  • Baztán, P.; Guitert, M. & Romeu, T. (2017) Conceptual Framework on Digital Competences in primary and secondary schools in Europe. ICERI2017 Proceedings, pp. 5081-5090. doi: 10.21125/iceri.2017.1336

  • Cabrera, N. y Fernández, M. (En prensa). What the experts in educational technology have to say about MOOCS. Comparative study among teachers in a traditional and an open university. International Review of Research in Open and Distance Learning (IRRODL).
  • Cabrera, N.; Portillo, C i López, M.C. (2017) Las competencias de los graduados y su evaluación desde la perspectiva de los empleadores. En Estudios Pedagógicos, ISSN: 0716-050X
  • González-Sanmamed, M.; Sangrà, A. & Muñoz-Carril, P.C. (2017). We can, we know how. But do we want to? Teaching attitudes toward ICT based on the level of integration of technology in the schools. Technology, Pedagogy and Educationhttp://dx.doi.org/10.1080/1475939X.2017.1313775
  • González, C.; Guitert, M. & Monguillot, M. (2017). El whatsapp como herramienta para la colaboración docente. EmásF: revista digital de educación física, Nº44 (8), pags 56-62, ISSN-1989-8304.
  • González, C.; Guitert, M. & Monguillot, M. (2017). La colaboración virtual docente para diseñar situaciones de aprendizaje mediadas por TIC en Educación Física. Didacticae, Nº2, pags 6-23. ISSN-2462-2737.

2016

  • Capogna, S. & Sangrà, A. (2016). E-learning Quality Standards. The case study of an online university. Scuola Democratica, 3/2016, 731-752, DOI: 10.12828/85527.
  • Ferran, N.; Sangrà, A. & Romero-Carbonell, M. (2016). The Changes in Teaching Methodology due to the ICT Integration. Journal of Computer Science and Information Technology, 4(1), 1-24. DOI: 10.15640/jcsit.v4n1a1.
  • Romeu, T., Guitert, M. & Sangrà, A. (2016) Teacher collaboration network in Higher Education: reflective visions from praxis. Innovations in Education and Teaching. International, 53(6), 592-604. DOI: 10.1080/14703297.2015.1025807.
  • Romeu, T., Romero, M., & Guitert, M. (2016). E-assessment process: giving a voice to online learners. International Journal of Educational Technology in Higher Education, 13(1), 20. http://doi.org/10.1186/s41239-016-0019-9
  • Alvarez-Lopez, F., Maina, M. F., & Saigí-Rubió, F. (2016). Natural User Interfaces Is It a Solution to Accomplish Ubiquitous Training in Minimally Invasive Surgery? Surgical Innovation, 23(4), 429-430.  http://dx.doi.org/10.1177/1553350616639145

2015

  • Deumal G & Guitert M, (2015) La competencia digital en la enseñanza del diseño. El caso de BAU Centro Universitario de Diseño de Barcelona (UVic)RELATEC: Revista Latinoamericana de Tecnología Educativa, ISSN-e 1695-288X, Vol. 14, Nº. 2, 2015, págs. 51-65
  • Ion, G., Cano, E. & Cabrera, N. (2015) Competency Assessment Tool (CAT). The Evaluation of an Innovative Competency-Based Assessment Experience in Higher Education en Revista Technology, Pedagogy and Education. DOI : 10.1080/1475939X.2015.1134635.
  • Guàrdia, E., Maina, M.F., Barberà, E. & Alsina, I. (2015). Matriz Conceptual Sobre Usos y Propósitos de Los Eportfolios. Procedia – Social and Behavioral Sciences, 196, 106–112. doi:10.1016/j.sbspro.2015.07.019
  • Maina, M.F., Pérez-Mateo, M.,Guàrdia, L. & Sangrà, A. (2015). Diseño de un curso de formación docente como Práctica Educativa Abierta. Procedia – Social and Behavioral Sciences, 196, 120 – 127. doi:10.1016/j.sbspro.2015.07.021
  • Miró, J.; Fernández, M y Cabrera, N. (2015). La opinión y percepción de los estudiantes en la evaluación por competencias. En ReVisión, vol. 8, núm. 3, pp. 59–70, septiembre de 2015. ISSN: 1989-1199
  • Montguillot, M., González, C. & Guitert, M. (2015). Diseño de situaciones de aprendizaje mediadas por TIC en Educación Física. Revista Iberoamericana de Educación. vol. 68, núm 2 (15/7/15) pp. 63-82.
  • Monguillot, M., González C, Zurita C, Almirall L & Guitert M. (2015) Play the Game: gamificación y hábitos saludables en educación física. Apunts: Educación física y deportes, ISSN 1577-4015, Nº 119, , págs. 71-79.
  • Paredes, J, Guitert M. & Rubia B. (2015)La innovación y la tecnología educativa como base de la formación inicial del profesorado para la renovación de la enseñanza. RELATEC: Revista Latinoamericana de Tecnología Educativa, ISSN-e 1695-288X, Vol. 14, Nº. 1 (Número especial – XXIII Jornadas Universitarias de Tecnología Educativa), 2015, págs. 101-114
  • Romeu, T., Guitert, M. & Sangrà, A. (2015) Teacher collaboration network in Higher Education: reflective visions from praxis. Innovations in Education and Teaching. International, 1-13. Advance online publication, doi: 14703297.2015.1025807
  • Sangrà, A.; González-Sanmamed, M. & Anderson, T. (2015). Meta-Analysis of the Research about MOOC during 2013-2014. EDUCACION XX1, 18(2), 21-49. DOI:dx.doi.org/10.5944/educxx1.14451.

2014

  • Cano, N. & Guitert, M. (2014). Uso de las TIC en la interacción profesor-alumno: un estudio de caso en una Escuela de Arte y Superior de Diseño. RELATEC: Revista Latinoamericana de Tecnología Educativa, 13(1), 63-74. ISSN-e 1695-288X. Available at: http://relatec.unex.es/article/view/1249/863
  • González-Sanmamed, M., Muñoz-Carril, P.C. & Sangrà, A. (2014). Level of proficiency and profesional development needs in peripheral online teaching roles. International Review of Research in Open and Distance Learning (IRRODL), 16(6), 163-187. http://www.irrodl.org/index.php/irrodl/article/view/1771/3181
  • Monguillot, M., González, C., Guitert, M. y Zurita, C. (2014). Mobile learning: una experiencia colabora­tiva mediante códigos QR. Aplicaciones para el aprendizaje móvil en educación superior [Monográ­fico]. Revista de Universidad y Sociedad del Conocimiento (RUSC), 11(1). Doi: http://doi.dx.org/10.7238/ rusc.v11i1.1899

  • Pérez-Mateo, M., Romero, M. & Romeu, T. (2014). La construcción colaborativa de proyectos como metodología para adquirir competencias digitales. Comunicar, 42, XXI, 15-24. DOI: http://dx.doi.org/10.3916/C42-2014-01; ISSN: 1134-3478.
  • Rubia, B. & Guitert, M. (2014). ¿La revolución de la enseñanza? El aprendizaje colaborativo en entornos virtuales (CSCL). Editorial.  Comunicar, 42, XXI, 10-14. DOI http://dx.doi.org/10.3916/C42-2014-a2

2013

  • Alonso, C., Rivera, P. & Guitert, M. (2013). Una aproximación a los entornos 1×1, «un ordenador por niño», desde las experiencias y las percepciones de los estudiantes de educación secundaria en el marco de la sociedad informacional. Revista de la Asociación de Sociología de la Educación, 6(2), 274-288. Available at: https://ojs.uv.es/index.php/RASE/article/view/8358
  • Cano, E. & Cabrera, N. (2013). La evaluación formativa de competencias a través de blogs. Digital Education Review, 23, 46-58. Available at:  http://hdl.handle.net/2445/108632
  • Esposito, A., Sangrà, A. & Maina, M. (2013). Chronotopes in learner-generated contexts. Areflection about the interconnectedness of temporaland spatial dimensions to provide a framework for the exploration of hybrid learning ecologies of doctoral e-researchers. eLC Research Paper Series, 6, 15-28. Available at: http://elcrps.uoc.edu/elcrps/index.php/elcrps/article/view/1868.html
  • Guàrdia, L., Maina, M. & Sangrà, A. (2013). MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective. eLearning Papers, 33. Available at: https://goo.gl/43EENc
  • Ion, G., Cano, E. & Cabrera, N (2013) Competences Assessment Tool (CAT). Evaluation of an innovative competence-based assessment experience in higher education. Innovations in Education and Teaching International, 1470-3297 (Print), 1470-3300 (Online).
  • Monguillot, M., Guitert, M. & González, C. (2013). El trabajo colaborativo virtual: herramienta de formación del profesorado de educación física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 24, 24-27. Available at: http://www.retos.org/numero_24/24-27.pdf
  • Rivera, P., Guitert, M. & Alonso, C. (2013).  Elearning y la educación postmoderna: trayectorias y experiencias del estudiantado virtual. Revista de la Asociación de Sociología de la Educación, 6(2), 324-342. Available at: https://ojs.uv.es/index.php/RASE/article/view/8361
  • Romero, M., Guitert, M., Sangrà, A. & Bullen, M. (2013). Do UOC Students Fit in the Net Generation Profile? An Approach to their Habits in ICT Use. International Review of Research in Open and Distance Learning (IRRODL), 14 (3), 158-181. Available at: http://www.irrodl.org/index.php/irrodl/article/view/1422

2012

  • Ernest, P., Guitert, M., Hampel, R., Heiser, S., Hopkins, J., Murphy, L. & Stickler, U. (2012). Online teacher development: collaborating in a virtual learning environment. Computer Assisted Language Learning, 1–23, iFirst article. DOI:10.1080/09588221.2012.667814. Available from: http://www.tandfonline.com/doi/pdf/10.1080/09588221.2012.667814
  • Pérez-Mateo, M. & Guitert, M. (2012). Which social elements are visible in virtual groups? Addressing categorization of social expressions. Computers & Education, 58(4), 1234-1246.
  • Sangrà, A., Vlachopoulos, D. & Cabrera, N. (2012). Building an inclusive definition of e-learning: an approach to the conceptual framework. International Review of Research in Open and Distance Learning (IRRODL), 13(2), 145-159. Available from: http://www.irrodl.org/index.php/irrodl/article/view/1161/2185
  • Sangrà, A., Vlachopoulos, D. & Cabrera, N. (2012). The conceptual framework of e-learning: a view from inside. The International Journal of Learning, 18(4), 93-104.
  • Torra, I., de Corral, I., Pérez, C., Pagès, T., Valderrama, E., Màrquez, M. D., Sabaté, S., Solà, P., Hernàndez, C., Sangrà, A., Guàrdia, L., Estebanell, M., Patiño, J., González, A.P., Fandos, M., Ruiz, N., Iglesias, M. C. & Tena, A. (2012). Identificación, desarrollo y evaluación de competencias docentes en la aplicación de planes de formación dirigidos a profesorado universitario. REDU – Revista de Docencia Universitaria, Número monográfico dedicado a Competencias docentes en la Educación Superior, 10(2), 21-56. Available at: http://redaberta.usc.es/redu/index.php/REDU/article/view/397/pdf

2011

  • Ernest, P., Heiser, S. & Murphy, L. (2011). Developing teacher skills to support collaborative online language learning. Language Learning Journal, DOI:10.1080/09571736.2011.625095.
  • Fernández-Michels, P. & Sangrà, A. (2011). Quality Perception within Corporate E-learning Providers in Catalonia. Quality Assurance in Education, 19(4), 375 – 391.
  • Guitert, M. & Romeu, T. (2011). La formación en línea: un reto para el docente. Cuadernos de Pedagogía, 418, 77-81.
  • Pérez-Mateo, M., Maina, M.F., Guitert, M. & Romero, M. (2011). Learner generated content: quality criteria in online collaborative learning. European Journal of Open, Distance and E-Learning – EURODL. Special Themed Issue on Creativity and Open Educational Resources (OER). Available from: http://www.eurodl.org/materials/special/2011/Perez-Mateo_et_al.pdf

2010

  • Cabrera, N. & Martínez, F. (2010). L’avaluació de les competències transversals a l’ensenyament universitari. Revista REIRE, 3(1).
  • Hopkins, J. (2010). Distance language learners’ perceptions of assessed, student-led speaking tasks via a synchronous audiographic conferencing tool. Innovation in Language Learning and Teaching, 4(3), 235-258. ISSN: 1750-1229.
  • Sangrà, A. & González-Sanmamed, M. (2010). The Role of ICT in improving teaching and learning processes in primary and secondary schools. ALT-J: Research in Learning Technology, 3(18), 207-220.
  • Stickler, U., Ernest, P., Beaven, T., Emke, M., Germain-Rutherford, A., Hampel, R., Hopkins, J. & Stanojewic, M. (2010). Joining the DOTS: A collaborative approach to online teaching training. The Eurocall Review, 16. Available from: http://oro.open.ac.uk/25363/. ISSN: 1695-2618.

2009

  • Guasch, T., Guàrdia, L. & Barberà, E. (2009). Prácticas del portafolio electrónico en el ámbito universitario del Estado Español. RED, Revista de Educación a Distancia. Número monográfico VIII. Número especial dedicado a Portafolios electrónicos y educación superior. Available from: http://www.um.es/ead/red/M8. ISSN 1578-7680
  • Pérez-Mateo, M. & Guitert, M. (2009). Herramientas para el aprendizaje colaborativo en red: el caso de la Universitat Oberta de Catalunya (UOC). In: San Martín Alonso, A. (Coord.) Convergencia Tecnológica: la producción de pedagogía high tech. Revista Electrónica Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 10(1). Available from: http://revistas.usal.es/index.php/revistatesi/article/view/15729/16231 ISSN: 1138-9737.

2008

  • Ernest, P. & Hopkins, J. (2008). Meeting the challenges of teaching languages online: The English Language Programme at the Universitat Oberta de Catalunya (UOC). Technology in English Language Teaching: Looking Forward APAC Monograph, 7, 53-69. ISBN: 93-3162227.
  • Hopkins, J., Gibson, W., Ros i Solé, C., Savvides, N. & Starkey, H. (2008). Interaction and critical inquiry in asynchronous computer-mediated conferencing: A research agenda. Open Learning, 23 (1), 29-42. ISSN: 0268-0513.
  • Guàrdia, L. (2008). L’autoaprenentatge en un context virtual; reptes i oportunitats per a construir un model innovador. Revista Llengua i Ús, 43. Departament de Cultura de la Generalitat de Catalunya, Direcció General de Política Lingüística.
  • Guitert, M., Guerrero, A., Ornellas, A.,  Romeu, T. & Romero, M. (2008). Implementación de la competencia propia de la UOC “Uso y aplicación de la TIC en el ámbito académico y profesional” en el contexto universitario de la UOC.  Revista latinoaemericana de tecnologia educativa (RELATEC), 7(2), 81-89. ISBN 1695-288X.

2007

  • Ernest, P. (2007). Tallers de poesia en anglès per a alumnes de secundària. Articles de Didàctica de la Llengua i la Literatura, 43, 118 -126. ISSN: 1133-9845.
  • Ros i Solé, C. & Hopkins, J. (2007). Contrasting two approaches to distance language learning. Distance Education, 28(3), 351-370. ISSN: 0158-7919.

2006

  • Henri, F., Gagné, P., Maina, M.F., Gargouri, Y., Bourdeau, J., & Paquette, G. (2006). Development of a knowledge base as a tool for contextualized learning. AI & Society, 20, 271-287. ISSN: 0951-5666 (printed) 1435-5655 (online). DOI: 10.1007/s00146-005-0021-6.
  • Ernest, P., & Hopkins, J. (2006). Coordination and teacher development in an online learning environment. CALICO Journal, 23 (3), 551–568. ISSN: 0742-7778. Doi: 10.1558/cj.v23i3.551-568

2005

  • Cabrera, N. & Galindo, E. (2005). Oportunidades y Barreras del Espacio Europeo de Educación Superior (EEES). DEP, Cuadernos para la Educación Superior, 2005, 9-15.
  • Guàrdia, L. & Sangrà, A. (2005). Diseño instruccional y objetos de aprendizaje; hacia un modelo para el diseño de actividades de evaluación del aprendizaje on-line. RED. Revista de Educación a Distancia, número monográfico IV. Available from: http://www.um.es/ead/red/M4/. ISSN 1578-7680.
  • Guitert, M., Giménez, F., & Romeu, T. (2005). El aprendizaje y trabajo cooperativo en entornos virtuales: el caso de la UOC. Organización y gestión educativa. Revista del Fórum Europeo de Administración de la educación, 13(3), 36-39. ISSN 1134-0312.
  • Guitert, M., Lloret, T., Giménez, F., & Romeu, T. (2005). El treball i l’aprenentatge cooperatius en entorns virtuals: el cas de la Universitat Oberta de Catalunya (UOC). Societat i Coneixement Revista d’Universitats, Recerca i Societat de la Informació, 8, 44-77. ISSN 1696-7380. Available from: http://www.raco.cat/index.php/Coneixement/article/view/18373
  • Sangrà, A. (2005). Introducing ICT in Higher Education: A strategic planning approach. Journal of e-Learning and Knowledge Society, 3, 331-340. ISSN 1826-6223.