A Critical look at Educational Technology from a Distance Education Perspective

Referencias bibliográficas

• Ahola, S. (2000). Hidden curriculum in higher education: Something to fear for or comply to? Presented at the Innovations in Higher Education.
• Alfonso, I.(2003). La educación a distancia. Revista cubana de los profesionales de la información y la comunicación en salud. 11(1), 1-13
• Amidon, T. R., Hutchinson, L., Herrington, T. K., & Reyman, J. (2019). Copyright, Content, & Control: Student Authorship across Educational Technology Platforms. 24.1. Retrieved from http://kairos.technorhetoric.net/24.1/topoi/amidon-et-al/index.html
• Anderson, T. (1999). Using disruptive technologies in the Universities: Confessions of an Agent Provocateur. Presented at the Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1999, Seattle: AACE
• Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. Moore & W. Anderson (Eds.), Handbook of Distance Education (pp. 129–144). Mahwah, NJ: Erlbaum.
• Anderson, T., & Dron, J. (2012). Learning technology through three generations of technology enhanced distance education pedagogy. European Journal of Open, Distance and E-Learning, 2, 1-14. Retrieved from: https://files.eric.ed.gov/fulltext/EJ992485.pdf
• Atanasova, I. (2019). Copyright Infringement In Digital Environment. Economics & Law, 1(1), 13-22.
• Bates, A. W. (2005). Technology, E-learning and Distance Education. New York: Routledge.
• Bates, A. W. (2019) Teaching in a digital age. 2nd Ed. Campus BC. https://opentextbc.ca/teachinginadigitalage/.
• Bayne, S., & Ross, J. (2011). ‘Digital Native’ and ‘Digital Immigrant’ Discourses: A Critique. Digital Difference, 159–169. https://doi.org/10.1007/9789460915802_013
• Beck, E. N. (2015). The Invisible Digital Identity: Assemblages in Digital Networks. Computers and Composition, 35, 125–140. https://doi.org/10.1016/j.compcom.2015.01.005
• Bodily, R., & Verbert, K. (2017). Review of research on student-facing learning analytics dashboards and educational recommender systems. IEEE Transactions on Learning Technologies, 10(4), 405-418.
• Bolanos, A., & Ketola, A. (2018). Social media platforms in translator training: Socialising or separating? Trans-Kom, 11, 183–200.
• Calvert, J. (2005) Distance Education at the Crossroads, Distance Education, 26(2), 227-238, DOI: 10.1080/01587910500168876
• Castañeda, L., y Adell, J. (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil
• Christensen, C., Horn, M., & Johnson, C. (2008). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. New York: McGraw Hill.
• Daniel, J. (2013). Mega-universities and knowledge media. Routledge.
• Deiman, M. & Farrow, R. (2013). Rethinking OER and their use: Open education as Bildung. The International Review of Research in Open and Distributed Learning, 14(3). https://doi.org/10.19173/irrodl.v14i3.1370
• Dolan, V. L. (2014). Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education? The International Review of Research in Open and Distributed Learning, 15(2), 268-281. doi: https://doi.org/10.19173/irrodl.v15i2.1553
• Dron, J., & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press.
• Eubanks, V. (2009). Double-Bound: Putting the Power Back into Participatory Research. Frontiers: A Journal of Women Studies, 30(1), 107–137.
• Fallon, C., & Brown, S. (2016). E-learning standards: a guide to purchasing, developing, and deploying standards-conformant e-Learning. Florida, USA: CRC Press.
• Frymier, A. B., Goldman, Z. W., & Claus, C. J. (2019). Why nonverbal immediacy matters: A motivation explanation. Communication Quarterly, 67(5), 526-539.
• Flynn, L., Jalali, A., & Moreau, K. A. (2015). Learning theory and its application to the use of social media in medical education. Postgraduate Medical Journal, 91(1080), 556. https://doi.org/10.1136/postgradmedj-2015-133358
• Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-learning in European higher education institutions: results of a mapping survey conducted in October-December 2013. Brussels: European University Association Press. Retrieved from: http://www.eunis.org/wp-content/uploads/2015/02/e-Learning-survey2.pdf
• Garrison, D. R. (1985). Three generations of technological innovations in distance education. Distance Education, 6(2), 235–241.
• Garrison, D. R. (1997). Computer conferencing: The post-industrial age of distance education. Open Learning, 12(2), 3-11.
• Garrison, D. R. & Anderson, T. (2005). El e-Learning en el siglo XXI: Investigación y práctica. Barcelona: Octaedro.
• Gossenheimer, A. N., Bem, T., Carneiro, M. L. F., & de Castro, M. S. (2017). Impact of distance education on academic performance in a pharmaceutical care course. PloS One, 12(4), e0175117.
• Guri-Rosenblit, S. & Gros, B. (2011). e-Learning: confusing terminology, research gaps and inherent challenges. Journal of Distance Education, 25(1), 1-17.
• Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
• Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41-61.
• Heller, L. (2019, March 18). Social Media Closing the Distance in Online Education. 81–91. Retrieved from https://www.learntechlib.org/primary/p/208491/
• Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British educational research journal, 36(3), 503-520. https://doi.org/10.1080/01411920902989227
• Hobbs, R. (2020). Copyright and Fair Use. In The International Encyclopedia of Media Literacy (eds R. Hobbs and P. Mihailidis). doi:10.1002/9781118978238.ieml0039
• Howell, J. A., Roberts, L. D., Seaman, K., & Gibson, D. C. (2018). Are We on Our Way to Becoming a “Helicopter University”? Academics’ Views on Learning Analytics. Technology, Knowledge and Learning, 23(1), 1–20. https://doi.org/10.1007/s10758-017-9329-9
• Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-Learning environment? A study of software usage instruction. Computers & Education, 58(1), 338-349. https://doi.org/10.1016/j.compedu.2011.08.003
• Jacobs, P. (2013). "The challenges of online courses for the instructor." Research In Higher Education 21(2013): 1-18
• Jivet, I., Scheffel, M., Drachsler, H., & Specht, M. (2017). Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education (pp. 82–96). London: Springer International Publishing.
• Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59(4), 441-450. doi: https://doi.org/10.1016/j.bushor.2016.03.008
• Keegan, D. (1993). Theoretical Principles of Distance Education. NY: Routledge.
• Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning: The Journal of Open, Distance and e-Learning, 29(3), 206–221. https://doi.org/10.1080/02680513.2015.1009884
• Kocdar, S., Karadeniz, A., Bozkurt, A., & Buyuk, K. (2018). Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments. The International Review of Research in Open and Distributed Learning, 19(1). 25-43. https://doi.org/10.19173/irrodl.v19i1.3255
• Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning, 9(3).
• Lee, K. (2019). Rewriting a History of Open Universities: The International Review of Research in Open and Distributed Learning, 20(4), 21-35. https://doi.org/10.19173/irrodl.v20i3.4070
• Long, P. & Siemens, G. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30–32.
• Madge, C., Breines, M. R., Dalu, M. T. B., Gunter, A., Mittelmeier, J., Prinsloo, P., & Raghuram, P. (2019). WhatsApp use among African international distance education (IDE) students: Transferring, translating and transforming educational experiences. Learning, Media and Technology, 44(3), 267–282. https://doi.org/10.1080/17439884.2019.1628048
• Margolis, E., & Romero, M. (1998). The department is very male, very white, very old, and very conservative: The functioning of the hidden curriculum in graduate sociology departments. Harvard Educational Review, 68(1), 1–32.
• Maurino, P. S. M. (2007). Looking for Critical Thinking in Online Threaded Discussions. Journal of Educational Technology Systems, 35(3), 241–260. https://doi.org/10.2190/P4W3-8117-K32G-R34M
• Mazali, T. (2018). From industry 4.0 to society 4.0, there and back. AI y SOCIETY, 33(3), 405-411.
• Minnium, P. (2019, March 19). Content may be king, but context is queen. Marketing Land. Retrieved from https://marketingland.com/content-may-be-king-but-context-is-queen-258586
• Moore, M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical Principles of Distance Education (pp. 22–38). Routledge.
• Morris, S. M., & Stommel, J. (2018). The Discussion Forum is Dead; Long Live the Discussion Forum. In an Urgency of Teachers. Retrieved from https://criticaldigitalpedagogy.pressbooks.com/chapter/the-discussion-forum-is-dead-long-live-the-discussion-forum/
• Noble, D. (1998). Digital diploma mills: The automation of higher education. First Monday, 3(1–5).
• Olakulehin, F. K., & Panda, S. K. (2011). Private Cost of Education: A Comparative Study of Distance and Campus-Based University Students in Nigeria. European Journal of Open, Distance and E-learning.
• Oregon, E., McCoy, L., & Carmon-Johnson, L. (2018). Case Analysis: Exploring the Application of Using Rich Media Technologies and Social Presence to Decrease Attrition in an Online Graduate Program. Journal of Educators Online, 15(2), 1-13.
• Orellana, A. (2006). Class Size and Interaction in Online Courses. Quarterly Review of Distance Education, 7(3), 229–248.
• Paul, R. & Tait, A. (2019). Special Issue: Open Universities: Past, Present and Future. International Review of Research in Open and Distributed Learning, 20 (4), I-VIII. https://doi.org/10.19173/irrodl.v20i4.4575
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
• Puspitasari, S., & Djaya, A. (2009). Preparing Universitas Terbuka For a World-Class University Through International Ranking System. Asian Association of Open Universities Journal. http://simpen.lppm.ut.ac.id/htmpublikasi/diki.pdf
• Quong, J., Snider, S. L., & Early, J. (2018). Reducing Transactional Distance in Online and Blended Courses Through the Use of a Closed Social Media Platform. Journal of Educational Technology Systems, 47(1), 79–100. https://doi.org/10.1177/0047239518766654
• Regan, P. M., & Steeves, V. (2019). Education, privacy, and big data algorithms: Taking the persons out of personalized learning. First Monday, 24(11). https://doi.org/10.5210/fm.v24i11.10094
• Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science, 363(6423), 130-131.
• Rivera-Vargas, P., & Cobo Romaní, C. (2019). La universidad en la sociedad digital: entre la herencia analógica y la socialización del conocimiento. REDU. Revista de Docencia Universitaria, 17(1), 17-32.
• Rivera-Vargas, P., Alonso, C., y Sancho, J.M. (2017). Desde la educación a distancia al e-Learning: emergencia, evolución y consolidación. Revista educación y tecnología, (10), 1-13.
• Rivera-Vargas, P., Sancho-Gil, J. M., y Sánchez, J. A. (2017). Los límites de la disrupción en el orden académico. La cultura DIY en la universidad. Páginas de Educación, 10(2), 127-142. doi: https://doi.org/10.22235/pe.v10i2.1428
• Rubel, A., & Jones, K. M. (2016). Student privacy in learning analytics: An information ethics perspective. The Information Society, 32(2), 143–159.
• Rumble, G. (1992). The competitive vulnerability of distance teaching universities. Open Learning, 7(2), 31–45.
• Russell, T. L. (1999). The no significant difference phenomenon: As reported in 355 research reports, summaries and papers. Westwern Cooperative for Educational Technologies.
• Sancho-Gil, J. M., Rivera-Vargas, P., & Miño-Puigcercós, R. (2020). Moving beyond the predictable failure of Ed-Tech initiatives. Learning, Media and Technology, 45(1), 61-75. https://doi.org/10.1080/17439884.2019.1666873
• Sangrà, A., Vlachopoulus, D. & Cabrera, N. (2011). Building an inclusive definition of e-Learning: An approach to the conceptual framework. The International Review of Research in Open and Distance Learning, 13(2). 145-159. https://doi.org/10.19173/irrodl.v13i2.1161
• Seaman, J., Allen, E. & Seaman, J. (2018). Grade Increase: Tracking Distance Education in the United States. New York: Babyson Survey Group. Retrieved from: https://onlinelearningsurvey.com/reports/gradeincrease.pdf
• Sefton-Green, J., & Erstad, O. (2017). Researching ‘learning lives’–a new agenda for learning, media and technology. Learning, Media and Technology, 42(2), 246-250. doi: https://doi.org/10.1080/17439884.2016.1170034
• Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73.
• Shachar, M. & Neumann. (2010). Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Meta-Analysis and Trend Examination. Journal of Online Learning and Teaching, 6(2), 318-334.
• Shi, Y., Li, X., Haller, A., & Campbell, J. (2018). Knowledge pricing structures on MOOC platform–A use case analysis on edX. Proceedings of the the Twenty-Second Pacific Asia Conference on Information Systems, Japan 2018. Retrieved from: https://www.researchgate.net/publication/324889731_Knowledge_pricing_structures_on_MOOC_platform_-_A_use_case_analysis_on_edX
• Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITFORUM for Discussion, 27, 1-26.
• Stoessel, K., Ihme, T. A., Barbarino, M.-L., Fisseler, B., & Stürmer, S. (2015). Sociodemographic diversity and distance education: Who drops out from academic programs and why? Research in Higher Education, 56(3), 228–246.
• Taylor, J. (1995). Distance education technologies: The fourth generation. Australian Journal of Educational Technology, 11(2), 1–7.
• van Wyngaard, C., Pretorius, J., & Pretorius, L. (2012). Theory of the Triple Constraint – A Conceptual Review. Proceedings of the 2012 IEEE International Conference on Industrial Engineering and Engineering Management. Retrieved from: https://ieeexplore.ieee.org/abstract/document/6838095
• Viberg, O., Hatakka, M., Bälter, O., & Mavroudi, A. (2018). The current landscape of learning analytics in higher education. Computers in Human Behavior, 89, 98–110. https://doi.org/10.1016/j.chb.2018.07.027
• Wade, M. C. (2012). A Critique of Connectivism as a Learning Theory. Cybergogue. Retrieved from: http://cybergogue.blogspot.com/2012/05/critique-of-connectivism-as-learning.html
• Wang, Z., Anderson, T., Chen, L., & Barbera, E. (2017). Interaction pattern analysis in cMOOCs based on the connectivist interaction and engagement framework. British Journal of Educational Technology, 48(2), 686-699. https://doi.org/10.1111/bjet.12433
• Zayer, L., Beran, S., & Purification, A. (2017). Exploring the challenges of social media in higher education. In The Dark Side of Social Media: A Consumer Psychology Perspective. London: Routledge.
• Zuboff, S. (2019) Professor Shoshana Zuboff on Surveillance Capitalism Q&A. FindCTRL. Retrieved from: https://findingctrl.nesta.org.uk/text/shoshana-zuboff
• Zuboff, S. (2019). The Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power. New York: PublicAffairs.