EDO-FLEX

Salinas, J., Darder, A., de-Benito, B. (2022). Learning Design Based on Personal Paths and Learning Sequences for Activation, Development and Closure in Teaching. A Gómez, J.L. & Gómez-Barreto, I. (Eds.). Design and Measurement Strategies for Meaningful Learning. IGI Global. Harsey (USA).

Pérez-Garcias, A., Tur Ferrer, G., Villatoro Moral, S., & Darder-Mesquida, A. (2022). Flexible Learning Itineraries in Digital Environments for Personalised Learning in Teacher Training. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), pp. 175-193. https://doi.org/10.5944/ried.25.2.32326

Pérez-Garcias, A., & Darder-Mesquida, A. (2022) Development of digital competence in teacher training: A systematic review. International Journal of Learning and Teaching 14(1) 12-25

Marín, V.I., Salinas, J.  (2022). Balance between guidance and self-regulated learning: teaching and learning strategies in online, hybrid and blended learning in higher education. Journal of Interactive Media in Education, 1(3), 1-4

Lizana, A; De Benito, B; Moreno, J., Salinas, J. (2022) Codiseño de itinerarios flexibles de aprendizaje para la enseñanza semipresencial y a distancia. En Olmos, S. ; Rodríguez-Conde, M.J.; Bartolomé, A.; Salinas, J.; Frutos, F.J.; García- Peñalvo, F. (Eds): La influencia de la tecnología en la investigación educativa pospandemia. Octaedro, 73-86.

Tur, G., Perez-Garcías, A., Darder, A., Villatoro, S. (2022). itinerarios personalizados de aprendizaje en Educación Superior; valoración del alumnado . En Olmos, S. ; Rodríguez-Conde, M.J.; Bartolomé, A.; Salinas, J.; Frutos, F.J.; García- Peñalvo, F. (Eds): La influencia de la tecnología en la investigación educativa pospandemia. Octaedro, 153-168.

Salinas, J.;  de-Benito, B.; Darder, A. (2022). Learning Design Based on Personal Paths and Learning Sequences for Activation, Development, and Closure in Teaching. En Design and Measurement Strategies for Meaningful Learning, IGI Global, 40-57.

 Salinas, J.; de-Benito, B.; Moreno, J., Lizana, A. (2022): Nuevos diseños y formas organizativas flexibles en educación superior: construcción de itinerarios personales de aprendizaje. Pixel-Bit. Revista de Medios y Educación, 63 65-91

Salinas, J.;  Munar, J.; de-Benito, B. (2022). Cuatro   modelos   didácticos   para   la   formación   en   entornos   virtuales  centrados en el alumno. UTE TEaching & TEchnology, 1, 70-87

Santana-Martel, J.D.,  Perez-Garcías, A (2022). Students’ Agency and Self-Regulated Skills through the Lenses of Assessment Co-creation in Post-COVID-19 Online and Blended Settings: A Multi-Case Study. Journal of Interactive Media in Education 2022(1), p.8. DOI: http://doi.org/10.5334/jime.746

Villatoro, S., de-Benito, B. (2022). Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach. Journal of Interactive Media in Education, 2022(1), p.6. DOI: http://doi.org/10.5334/jime.749