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Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Las Tecnologías de la Información y la Comunicación han causado un gran impacto en todas las actividades humanas. Con la irrupción de los teléfonos inteligentes se ha acelerado un proceso profundo de transformación en la disponibilidad y el acceso al conocimiento. La educación, y particularmente la universidad, están interpeladas por estas nuevas tecnologías que utilizan frecuentemente tanto los alumnos como los docentes para el funcionamiento de muchas actividades de su vida personal, pero: ¿logran incorporase adecuadamente a la práctica educativa? La investigación se realizó a través de una metodología cualitativa de carácter descriptivo, que recoge el testimonio del uso que se hace de los dispositivos móviles en la universidad y los contextos que condicionan estos comportamientos. El estudio aporta información relevante sobre las aplicaciones que le dan los profesores y alumnos de la universidad a sus dispositivos móviles, vinculadas con los procesos de enseñanza y aprendizaje, y aporta información significativa sobre el impacto y el potencial uso de las TIC en la educación universitaria, para favorecer la política en materia de desarrollo tecnológico y digital en la universidad y contribuir a las decisiones en materia de desarrollo e inversión del área tecnológica. En la perspectiva del debate y luego de un análisis interpretativo-crítico de la información obtenida en el trabajo, se sugieren algunos hallazgos identificados en el estudio, propuestas de mejora que permitan optimizar los planes de virtualización y el uso de dispositivos móviles y posibles nuevos interrogantes que se abren a partir de la investigación.

In the context of current globalization, universities face demands for internationalization that involve providing students training oriented to the development of professional skills, among which the acquisition of a second language has a central importance. In the last few years, the University of Santiago de Chile has implemented a program of English Blended Learning in arcareers of eight faculties, whose objective is to develop linguistic and communicative skills at an intermediate level. For this purpose, the program consists of three pedagogical components: classrooms lessons, tutoring and an on-line platform. At the end of 2017 and the beginning of 2018, a process evaluation was carried out that sought to know, from the perspective of those immediately involved, how the program had been implemented, emphasizing the progress towards the fulfillment of its objectives. The data collection considered three techniques: a survey about the learning experience of the students (N = 780), a focus group with the teachers of the program and semi-structured interviews with coordinators or heads of the University. The main findings show a positive evaluation of the program when each component is observed by itself. However, the analysis of the integration between these reveals four critical tensions related to: the guidance on autonomous work, the managing of the assignment of tutorials, the transition from the pedagogical contents of the platform to the class and the functional differentiation between the components of the program.

Interest is growing in analyzing how virtual environments affect the learning process. In particular, researchers focus on analyzing blended learning designs. These environments combine MOOC with face-to-face teaching. This article analyzes a blended learning experience in a Spanish higher education institution. Its aim is to present a case study and to discuss the strategic approach to integrate a MOOC in face-to-face undergraduate studies. In the analyzed case, on-campus students are taught using a combination of face-to-face classroom with online learning. The objective is to improve their academic performance and to reduce the drop-out rate among first-year students. The evaluation strategy of this experience focuses on conducting surveys and focus groups to interpret the results and the opinion of the different stakeholders, that is, the university, the students and the academic staff. The analysis shows that blended learning models improve the quality of students’ education, strengthen students’ academic performance, and encourage academic staff to constantly innovate in their didactic process.

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents a review of works that center their interest in eLearning platforms and the data mining of participants’ activity. The studies in this research area generate information, through the analysis of such logs and data, that is provided to the students in real time to help them to collaborate and learn through collaboration on the platform. There are studies from different areas of study such as Learning Analytics, Educational Data Mining, Group Awareness Tools or Interaction Analysis Tools. The review takes a double perspective: i) to analyze the data extracted from activity logs, their processing, the information generated and the ways to communicate it; and ii) to explorer the model and the instruments used to assess how the information provided impact on online collaborative processes and/or the learning. The conclusions emphasize that the models of collaborative learning that justifies the selection of the data extracted from the activity logs, the processing, the information generated and provided to the students and the way of communicating it, are not explicitly stated. In addition, important biases are detected because of not considering the multidimensional nature of the collaborative learning processes. Also, few studies analyze the relations between students' uses of the information provided and the quality of their collaborative processes and learning results. The very few studies that do analyze such relation do not go into depth on the changes in group dynamics caused by information.

Las innovaciones tecnológicas y su impacto en la educación son un importante contenido curricular en la formación inicial del grado en Pedagogía. Los rápidos cambios del desarrollo tecnológico dejan obsoletos los contenidos en esta formación, por lo que necesitamos formar en argumentación científica y tecnológica para hacer frente a innovaciones que aún no existen. Esto implica desarrollar competencias digitales y una argumentación científica y tecnológica con nuevas metodologías y tecnologías que ayuden a favorecer dichas competencias. El presente estudio pretende medir el impacto producido por una metodología y e-rúbrica de argumentación -extraída del modelo de Toulmin- junto con la autoevaluación sobre los procesos de argumentación y las calificaciones de 30 estudiantes del grado de Pedagogía en modalidad b-learning. Para tal fin, se plantea una investigación mixta: por un lado, un análisis cualitativo de 262 anotaciones dadas por los estudiantes a dos ejercicios de argumentación (uno con y otro sin la e-rúbrica) sobre dos casos de innovación tecnológica similares; y por otro, un análisis cuantitativo y correlacional de la autoevaluación por los estudiantes y las evaluaciones del docente mediante el estadístico Wilcoxonde. Los resultados permitieron comprobar el impacto positivo de la e-rúbrica de argumentación, y su correlación (Z=-2,440; Z=-3,276 y Z=-2,783) con las mejores calificaciones, favoreciendo argumentaciones más elaboradas.

In the last years the development of the information and communication technologies has had a significant impact on the university distance learning, both in a quantitative and in a qualitative manner. It has been observed that, despite the appearance of numerous and novel didactic resources, video, in its conventional format or incorporating interactivity, is still preferred by teachers and students to improve the quality of learning process in economic quantitative subjects. The goal of this research is to contribute to the increase of the small number of papers which have been published in our country about the way in which the effects of educational resources in video format (standard and interactive) influence on improving learning in a distance learning university environment. The analysis has been focused on a subject perceived as particularly difficult for students, called Financial Mathematics, which is studied in the Administration and Management Degree, Distance Learning National University (UNED). Over three consecutive academic courses a sufficient representative sample was collected through a sample to verify, by using different statistics techniques, a positive relationship between the use of these resources over the academic performance, the global utility that these resources provided to the students who used them and the added value that these resources presented to them, over other traditional alternatives to study, such as written materials (texts and teaching guides).

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of the Internet has added a new perspective to distance education, getting this teaching model closer to everybody in a universal way. This has contributed to a new view of non-face education, as it has really broken the barriers space and time as regards the non-face teaching. A tool playing a decisive role in this is the Learning Management Systems (LMS). In this paper we present the results obtained in a non-experimental and descriptive research carried out with students from the Faculty of Education at the University of Cordoba (Spain), with the principal aim of determining the view that they have, as users, of the platforms. The main result found has been that the students, while men seem to be in favour of using it in higher education, women, mean while, use more the tools found in them (wikis, forum and chats) than men, in order to interact inside the platform. Regarding the grade studied, the pupils of Pre-primary Education are more in favour of using it versus Primary Education. As an initial conclusion, it is worth highlighting the need that the students claim of greater involvement of teachers with the teaching developed through this format, what is not performed from their points of view.

Student dropouts at university-level education may result from varied situations and motivations, affecting the courses taught in the distance learning modality,and assuming a cost for both alumni and society. In order to improve learning and reduce the student dropout rate, we used a teaching methodology with distance learning students involving a MOOC as support to university teaching. The MOOC included written materials, explanatory videos, tests in each module, a forum to communicate with peers and teacher, and links to additional materials. Results were very satisfactory, since students had noticeably improved test scores and the number of students who failed the course remarkably reduced. Students also highly appreciated the quality of teaching and significantly improved the results of the previous year. This methodology awas found to apply only when the contents of the MOOC are similar or complementary to those taught in formal education.

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)