Instrucciones

A continuación se presenta una diversidad de recursos (websites, videos, artículos, entre otros) que pueden ser de su interés. La mayoría de estos recursos se encuentran disponibles de manera gratuita en línea en el hipervínculo proporcionado. Aquellos títulos que se encuentran en inglés tienen, entre paréntesis, la traducción del título al español. Si no sabe dónde empezar, los numerales de los recursos recomendados se encuentran marcados en otro color.

En caso de necesitar traducir un documento, se recomienda el uso de Google Traductor. En esta página usted puede ingresar el link de páginas web, seleccionar “traducir”, y verá un hipervínculo que le llevará a una versión traducida de la misma. También puede cargar documentos en PDF para hacer una traducción. Si desea más información, revise este video tutorial de Google Traductor.

Si desea, puede descargar esta mini-biblioteca.

1.

Banna, J., Lin, M. F. G., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching/MERLOT, 11(2), 249.

2.

Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94, 49-60.

3.

Bavelier, D. (2012). Your brain on video games. Ted Talk. [ video ] (17:15 minutos). https://www.ted.com/talks/daphne_bavelier_your_brain_on_video_games?language=en

4.

 Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology, 126-150.

5.

Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77.

6.

Bennett, S., Dawson, P., Bearman, M., Molloy, E., & Boud, D. (2017). How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology, 48(2), 672-682.

7.

Bettinger, E., & Loeb, S. (2017). Promises and pitfalls of online education. Evidence Speaks Reports, 2(15), p1-4.

8.

Borchardt, J., & Bozer, A. H. (2017). Psychology course redesign: an interactive approach to learning in a micro-flipped classroom. Smart Learning Environments, 4(1), 10.

9.

Burgers, C., Eden, A., van Engelenburg, M. D., & Buningh, S. (2015). How feedback boosts motivation and play in a brain-training game. Computers in Human Behavior, 48, 94-103.

10.

Carlson, C. S., Aust, P. J., Gainey, B. S., McNeill, S. J., Powell, T., & Witt, L. (2012). " Which Technology Should I Use To Teach Online?": Online Technology and Communication Course Instruction. DigitalCommons@ Kennesaw State University.

11.

Caron, A. (s.f.). Supporting online learning using the brain’s natural strengths. https://www.ldatschool.ca/supporting-online-learning/

12.

Celik, D., & Magoulas, G. D. (2019, September). Challenging the alignment of learning design tools with HE lecturers’ learning design practice. In European Conference on Technology Enhanced Learning (pp. 142-157). Springer, Cham.

13.

Chalki, P., Tsiara, A., & Mikropoulos, T. A. (2019). An educational neuroscience approach in the design of digital educational games. Themes in eLearning, 12, 17-34.

14.

Cinquin, P. A., Guitton, P., & Sauzeon, H. (2019). Online e-learning and cognitive disabilities: A systematic review. Computers & Education, 130, 152-167.

15.

Conexiones. (2020, Marzo 19). Uso de pruebas de bajo peso para reforzar el aprendizaje. [Video]. Youtube. https://www.youtube.com/watch?v=kwKoms4c6pM&t=24s

16.

Diep, A. N., Zhu, C., Struyven, K., & Blieck, Y. (2017). Who or what contributes to student satisfaction in different blended learning modalities?. British Journal of Educational Technology, 48(2), 473-489.

17.

Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 1-13.

18.

Drew, C. (2019). Re-examining cognitive tools: New developments, new perspectives, and new opportunities for educational technology research. Australasian Journal of Educational Technology, 35(2).

19.

Ellis, R. A., & Bliuc, A. M. (2019). Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning. Active Learning in Higher Education, 20(1), 11-24.

20.

Engeness, I., & Edwards, A. (2017). The complexity of learning: Exploring the interplay of different mediational means in group learning with digital tools. Scandinavian Journal of Educational Research, 61(6), 650-667.

21.

FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., … & Scanlon, E. (2018). Dimensions of personalisation in technology‐enhanced learning: A framework and implications for design. British Journal of Educational Technology, 49(1), 165-181.

22.

Fitzgerald, M. S., DellaVecchia, G. P., Palincsar, A. P., & Soloway, E. (2018). Third graders’ use of digital tools designed for multimodal communication in project-based science. International Society of the Learning Sciences, Inc.[ISLS]..

23.

Glazier, R. A. (2016). Building rapport to improve retention and success in online classes. Journal of Political Science Education, 12(4), 437-456.

24.

Hebert, S. (2018). The power of gamification education. [ video ] (18:48 minutes). TedTalk. Available on: The Power of Gamification in Education | Scott Hebert | TEDxUAlberta

25.

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change. Educational Technology & Society, 19(3), 27-37.

26.

Houston, L. (2018). Efficient strategies for integrating universal design for learning in the online classroom. Journal of Educators Online, 15(3), n3.

27.

Howard-Jones, P. (2012). Neuroscience, games & learning. [ video ] (29:26 minutes). Available on: Dr Paul Howard-Jones – Neuroscience, Games & Learning

28.

Howard-Jones, P. (2013). Minds, brains and learning games at #LEGup. [ video ] (34:57 minutes). Available on: Dr Paul Howard-Jones on Minds, Brains and Learning Games at #LEGup

29.

Howard-Jones, P. A., Jay, T., Mason, A., & Jones, H. (2015). Gamification of learning deactivates the Default Mode Network Frontiers in Psychology, 6.

30.

Howard-Jones, P., Ott, M., van Leeuwen, T., & De Smedt, B. (2015). The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning. Learning, Media and Technology, 40(2), 131-151.

31.

Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens. Scientific American, 11(04), 2013.

32.

Jack, C., & Higgins, S. (2019). Embedding educational technologies in early years education. Research in Learning Technology.

33.

Kahn, P., Everington, L., Kelm, K., Reid, I., & Watkins, F. (2017). Understanding student engagement in online learning environments: The role of reflexivity. Educational Technology Research and Development, 65(1), 203-218.

34.

Kim, K. J., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1-23.

35.

Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014, April). Showing face in video instruction: effects on information retention, visual attention, and affect. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 2095-2102).

36.

Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158-167.

37.

Larmuseau, C., Desmet, P., & Depaepe, F. (2019). Perceptions of instructional quality: impact on acceptance and use of an online learning environment. Interactive Learning Environments, 27(7), 953-964.

38.

Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1-12.

39.

Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564.

40.

Lodge, J. M., Kennedy, G., & Lockyer, L. (2016). Brain, mind and educational technology. Australasian Journal of Educational Technology, 32(6).

41.

McClendon, C., Neugebauer, R. M., & King, A. (2017). Grit, growth mindset, and deliberate practice in online learning. Journal of Instructional Research, 8, 8-17.

42.

Muljana, P. S., & Luo, T. (2019). Factors contributing to student retention in online learning and recommended strategies for improvement: A systematic literature review. Journal of Information Technology Education: Research, 18.

43.

Nicholl, S. (2017, Junio 21). How to apply brain science to online learning. D2L. https://www.d2l.com/corporate/blog/apply-brain-science-online-learning/

44.

O'Shaughnessy, A. (2020, Mayo 29). Tips to create a warmer, more engaging online classroom. Edutopia. https://www.edutopia.org/article/tips-create-warmer-more-engaging-online-classroom

45.

Pan, G., Sen, S., Starrett, D. A., Bonk, C. J., Rodgers, M. L., Tikoo, M., & Powell, D. V. (2012). Instructor-made videos as a learner scaffolding tool. Instructor, 8(4).

46.

Pearson Australia. (s.f.). Four ways neuroscience and technology accelerate student learning. Pearson. https://www.pearson.com.au/insights-and-news/empowering-educators/four-ways-neuroscience-and-technology-accelerate-student-learning/

47.

Pechenkina, E., & Aeschliman, C. (2017). What do students want? Making sense of student preferences in technology-enhanced learning. Contemporary Educational Technology, 8(1), 26-39.

48.

Pilotti, M., Anderson, S., Hardy, P., Murphy, P., & Vincent, P. (2017). Factors related to cognitive, emotional, and behavioral engagement in the online asynchronous classroom. International Journal of Teaching and Learning in Higher Education, 29(1), 145-153.

49.

Schacter, D. L., & Szpunar, K. K. (2015). Enhancing attention and memory during video-recorded lectures. Scholarship of Teaching and Learning in Psychology, 1(1), 60.

50.

Shackelford, J. L., & Maxwell, M. (2012). Contribution of learner–instructor interaction to sense of community in graduate online education. Journal of Online Learning and Teaching, 8(4).

51.

Tan, Y. S. M., & Amiel, J. J. (2019). Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia. Professional Development in Education, 1-18.

52.

Trujillo, C. M. (2016). Aprendizaje con nuevas tecnologías: una mirada desde la Neurociencia y la Psicología Cognitiva. In III Jornadas Iberoamericanas de Innovación Educativa en el ámbito de las TIC: InnoEducaTIC 2016 (pp. 235-242). Universidad de Las Palmas de Gran Canaria.

53.

Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspectives, 6(2), 129-135.

54.

Varao-Sousa, T. L., & Kingstone, A. (2015). Memory for lectures: How lecture format impacts the learning experience. PloS one, 10(11).

55.

Williamson, B., Pykett, J., & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse: Studies in the Cultural Politics of Education, 39(2), 258-275. [Request access from HOLLIS]

56.

Willis, J. (2019, Septiembre 30). Maintaining students’ motivation for learning as the year goes on. Edutopia. https://www.edutopia.org/article/maintaining-students-motivation-learning-year-goes

57.

Witton, G. (2017). The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. British Journal of Educational Technology, 48(4), 1010-1019.

58.

Xie, K., Durrington, V., & Yen, L. L. (2011). Relationship between students’ motivation and their participation in asynchronous online discussions. MERLOT Journal of Online Learning and Teaching, 7(1), 17-29.

59.

Young, S., & Bruce, M. A. (2011). Classroom community and student engagement in online courses. Journal of Online Learning and Teaching, 7(2), 219-230.

Fecha de última actualización: 14-jun-2020

Este recurso está protegido bajo licencia de Creative Commons de Atribución- NoComercial 4.0 Internacional (CC BY-NC 4.0)