Entornos de enseñanza y aprendizaje mediados por tecnologías

66 Schellens, T. & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21 (6): 957-975. Schunk, D. H., y Zimmerman, B. J. (1994). Self-regulation in education: retrospect and prospect. En D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational applications . Erlbaum. Universidad de Chile (2021). Modelo Educativo de la Universidad de Chile. Ediciones Universidad de Chile. Disponible en https://doi.org/10.34720/752r-ba34 Te Pass, E., Wrieringa-de Waard, M., Snijders Blok, B., Pouw, H. & van Dijk, N. (2016). Didactic and technical considerations when developing e-learning and CME. Education and Information Technologies, 21, 991-1005. Trautmann, N. (2009). Interactive learning through web-mediated peer review of student science reports. Educational Technology Research and Development, 57 (5), 685- 704. Vygotsky, L. (1979). El desarrollo de los procesos psicológicos superiores. Grijalbo. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science, 34 (6), 451-480. Zittoun, T. (2009). Dynamics of life-course transitions: a methodological reflection. En J. Valsiner, P. Molenaar, M. Lyra, & Chaudhary, N. (Eds.), Dynamic process methodology in the social and developmental sciences (pp. 405-429). Springer.

RkJQdWJsaXNoZXIy Mzc3MTg=