Examining students’ collaborative epistemic actions in a MOOC learning environment

Human intellectual development is grounded in dialogue and collaboration. This study examined how students’ collaborative epistemic actions evolve and expand in online collaborative learning meetings and how such actions may enhance students’ agency in advancing the conceptual understanding of learning tasks or problems in an institutional massive open online course (MOOC). As data, recordings of students’ online video meetings were analyzed using interaction analysis and interpreted using the cultural-historical theory of learning. The findings revealed that students engaged in four epistemic actions and several epistemic activities: (a) co-orienting (planning actions of engagement), presenting (sharing ideas explicitly), discussing (assessing and expanding ideas), and summarizing (reflecting and structuring). These collaborative epistemic actions (CEAs) evolved when students presented, explained, claimed, and vetted their epistemic positions related to creating the examination assignment in the online learning meetings. These jointly developed CEAs allowed students to position and contribute to the learning process according to their willingness and preparedness. By contributing to solving problems or expanding understanding, students can enact their epistemic agency, which becomes prominent in collaborative learning. Online collaborative meetings may foster students’ co-agency or engaged agency as students co-create a shared understanding of how to solve problems, leading to emotional, cognitive, and conceptual becoming

Community model of online pedagogical inquiry and mediation: necessary perceptions

This study analyzes the process of online pedagogical mediation in a Distance Education undergraduate Pedagogy course based on the students’ perception of the learning experience in a virtual learning environment (VLE). Online pedagogical mediation is understood in this study as an educational and communicational process that aims at collective and collaborative construction of knowledge involving multiple mediators (human and non-human). To analyze this process, the community of inquiry (CoI) theoretical model played a central role in our study, especially in the interaction between online pedagogical mediation and the elements that constitute this model, considered interdependent and crucial for a successful higher educational experience: teaching presence, social presence, and cognitive presence. Data was collected with a questionnaire survey, which allowed us to identify the student’s conception of online pedagogical mediation and to assess the perception on the development of the presences of the CoI model in the pedagogical mediation used in the course VLE. The results suggest that most students share the perception that online pedagogical mediation is related to the role played by teachers and tutors. Regarding student’s perception of the learning experience, the results show that they positively perceive the development of the presences of the model, while also suggesting aspects of the online pedagogical mediation process that can be improved, aiming at the constitution of a community of inquiry more focused and effective in the development of learning

How Design Science Research Helps Improve Learning Efficiency in Online Conversations

In this design science research paper, we report on our constructing and evaluating an attention-guidance system that we integrated into a computer-supported collaborative learning system. Drawing on social constructivist literature, our proposed design focuses on attracting, retaining, and, if necessary, reacquiring users’ attention on task-relevant information in online collaborative literature processing. The investigation involved an experiment across two sections of students in a human-computer interaction course. Results show that the new design allowed users to consistently reflect and evaluate the content of a text as they capitalized on one another’s reasoning to resolve misconceptions. Moreover, we found that the new system increased users’ perceptions of learning. However, the difference in knowledge gain scores was marginally significant and represented a medium effect size. Interestingly, we found that the attention-guidance system supported more efficient learning. Finally, we discovered that task-oriented reading of text, revisions of incomplete or incorrect ideas, and perceptions of learning mediated the relationship between software system and learning efficiency. We discuss the theoretical and practical implications

Beyond Rankings: UI GreenMetric Network Online Courses on Sustainability

UI GreenMetric World University Rankings is the first sustainability ranking recognizing universities that prioritize sustainability in their programs. It extends into a network of universities conducting global activities for knowledge sharing. To further its goal of creating global sustainability leaders, UI GreenMetric offers an online course on sustainability since 2020. Managed by international and Indonesian groups, the course focuses on international student collaboration to learn about intricate relationships between the economy, social life, and the environment, and the effects of human activities on the planet with solutions to address them. The UI GreenMetric Online Course on Sustainability utilizes synchronous and asynchronous learning systems and enables students to develop project proposals related to SDGs. The course evaluation indicates a high level of student engagement and utilization of the Moodle platform. The assessment instruments, including quizzes, question forums, and project reports, received positive feedback and were effective in supporting student learning. Collaborative group work and exposure to multicultural perspectives enriched the learning experience. While the adequacy of weekly materials was generally acknowledged, some participants suggested areas for improvement. Lessons learned from the course include acquiring SDGs knowledge, the diverse perspectives gained from professors and students, and establishing international networks. The findings underscore the significance of collaboration and identify opportunities for further enhancement in future iterations of the course

Student agency in collaborative writing: A sociocognitive perspective

There is a vast amount of literature on collaborative writing in second language teaching and learning, much of it inspired by Storch (2002 - 2015). Although the topic of collaborative writing has been researched extensively, few studies have addressed the individual learners from an agentic perspective (Bitchener & Storch, 2016; Li & Zhu, 2017a; Yu & Lee, 2016). None to the best of my knowledge investigated learners’ student agency using Bandura’s (1989, 2001, 2006) four human agentic characteristics. Moreover, while some researchers (Blin & Appel, 2011; Yu & Lee, 2015) have attempted to explain the complexity of collaborative writing using Engeström’s (1987, 1999) activity theory framework, few examined the role learners’ human agency plays in their group activity of collaborative writing. Therefore, the present study attempts to investigate adult English language learners’ practices and perceptions of collaborative writing from an agentic perspective. Finally, while much collaborative writing research has been informed by sociocultural theory, the present study has adopted a sociocognitive approach (Atkinson, 2002, 2010, 2014) taking a learner’s mind, body and world as an inseparable, but adaptive unit. Research has shown that collaborative writing can offer a number of benefits that are not found in other approaches to teaching writing. These benefits are made possible because interactions with other learners during the process of writing can provide additional learning opportunities through peer discussions, peer feedforward and peer feedback. In this way, learners are mutually able to scaffold one another’s learning and writing development. Past studies have also revealed the interactions of learners in a group can play a crucial role in the effectiveness of peer scaffolding. While the majority of studies have investigated the issue by applying Storch’s (2002) dyadic interaction model based on the concepts of equality and mutuality, few have examined triadic interactions in such depth. The present study aims to better understand how learners interact in triads when completing collaborative writing tasks. Moreover, learners have generally been analysed as a collective unit for the understanding of patterns of interactions. While this may help with identifying why certain pairs/groups are more successful than others, it does not explain why learners behave differently. Therefore, this study attempts to contribute to this area by explaining collaborative writing from an agentic perspective and how the individual learners can be an active change agent in their own learning activity. Collaborative writing tasks are often implemented either in a conventional classroom or on an online platform, each of which has advantages and disadvantages. However, the two platforms are rarely blended in the same study where learners are required to interact on both platforms to jointly complete one or more pieces of writing. The design of the present study has adopted a blended learning platform for the implementation of its collaborative writing tasks. Finally, as a teacher, researching this topic in my own classroom has not only helped me to achieve a better understanding my own beliefs and practices regarding the teaching of writing to adult English language learners, but it has also helped me to generate a personal theory of learning which may be applied in wider contexts. The present study was an action research project conducted from May to October 2016 in the context of a university language centre in New Zealand. It adopted an interpretive approach, believing each individual learner will develop a unique experience, perception and interpretation of learning through a blended collaborative approach to writing. The study examined 21 adult English language learners in their 20s from five different countries. Data were collected through a combination of pre- and post-course essays, pre- and post-course narrative frames, written drafts of group assignments, audio recordings of class discussions, text-based online communication and focus group sessions. All data were subjected to a process of grounded analysis. This multi-method approach has provided a detailed picture of both the participants’ perceptions and practices. Firstly, this was achieved by assessing participants’ pre- and post-course essays for the effectiveness of the blended collaborative approach. Secondly, participants’ interactions within their triads were transcribed and analysed for evidence of language learning and their developing relationships with their group members. Thirdly, participants’ reported perceptions and experiences of triadic collaborative writing were analysed and triangulated with their observable practices. In brief, findings revealed that the effectiveness of the triadic collaborative approach to writing in a blended learning environment appeared to be largely associated with a triad’s patterns of interactions. In addition, differences in learners’ collaborative behaviour which contributed to their patterns of interactions in triads were connected with the extent to which the learners practised their agentic potential by adapting and aligning their actions in and on reflections with their intentionality and forethought, which are the four human agentic characteristics examined in the present study. Finally, action research was a powerful tool for the teacher-researcher’s own professional development at both a pedagogical and theoretical level.

Impact of collaborative online formative evaluation of the learning environment in a higher education course

Several works in the academic literature address the benefits of discussion-based formative evaluation for improving the learning environment in higher education courses. However, even one of the most widely used methods for such formative evaluation, the small group instructional diagnosis, has a few challenges and is still utilized far less than student ratings questionnaires. The present study focused on one undergraduate course in the James Madison University College of Education that promotes formative evaluation as an integral part of instructional design. The purpose of this study was to examine participants’ perception about the worth and usability of an online feedback system intended to address some of the disadvantages of small group instructional diagnosis. A prototype of the feedback system was designed using Nicenet, an open-source learning management system, and the feedback system was piloted with one instructor and twenty students from a human resource development course. The researcher used quantitative and qualitative methods to collect data through an online survey, an online discussion board, and post-pilot interviews. The research results suggest that participants found the feedback system to be valuable in theory, but inconvenient in its current design. Participants offered suggestions for improving the feedback system including integration with Blackboard. Results indicate that systems promoting continuous collaborative feedback should be efficient and user-friendly if they are to be successfully utilized

Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS

[EN] Cloud computing instruction requires hands-on experience with a myriad of distributed computing services from a public cloud provider. Tracking the progress of the students, especially for online courses, requires one to automatically gather evidence and produce learning analytics in order to further determine the behavior and performance of students. With this aim, this paper describes the experience from an online course in cloud computing with Amazon Web Services on the creation of an open-source data processing tool to systematically obtain learning analytics related to the hands-on activities carried out throughout the course. These data, combined with the data obtained from the learning management system, have allowed the better characterization of the behavior of students in the course. Insights from a population of more than 420 online students through three academic years have been assessed, the dataset has been released for increased reproducibility. The results corroborate that course length has an impact on online students dropout. In addition, a gender analysis pointed out that there are no statistically significant differences in the final marks between genders, but women show an increased degree of commitment with the activities planned in the course.This research was funded by the Spanish "Ministerio de Economia, Industria y Competitividad through grant number TIN2016-79951-R (BigCLOE)", the "Vicerrectorado de Estudios, Calidad y Acreditacion" of the Universitat Politecnica de Valencia (UPV) to develop the PIME B29 and PIME/19-20/166, and by the Conselleria d'Innovacio, Universitat, Ciencia i Societat Digital for the project "CloudSTEM" with reference number AICO/2019/313.Moltó, G.; Naranjo-Delgado, DM.; Segrelles Quilis, JD. (2020). Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS. Applied Sciences. 10(24):1-13. https://doi.org/10.3390/app10249148S1131024Motiwalla, L., Deokar, A. V., Sarnikar, S., & Dimoka, A. (2019). Leveraging Data Analytics for Behavioral Research. Information Systems Frontiers, 21(4), 735-742. doi:10.1007/s10796-019-09928-8Siemens, G., & Baker, R. S. J. d. (2012). Learning analytics and educational data mining. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge - LAK ’12. doi:10.1145/2330601.2330661Blikstein, P. (2013). Multimodal learning analytics. Proceedings of the Third International Conference on Learning Analytics and Knowledge - LAK ’13. doi:10.1145/2460296.2460316Hewson, E. R. F. (2018). Students’ Emotional Engagement, Motivation and Behaviour Over the Life of an Online Course: Reflections on Two Market Research Case Studies. Journal of Interactive Media in Education, 2018(1). doi:10.5334/jime.472Kahan, T., Soffer, T., & Nachmias, R. (2017). Types of Participant Behavior in a Massive Open Online Course. The International Review of Research in Open and Distributed Learning, 18(6). doi:10.19173/irrodl.v18i6.3087Cross, S., & Whitelock, D. (2016). Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course. Interactive Learning Environments, 25(4), 439-451. doi:10.1080/10494820.2016.1138312Charleer, S., Klerkx, J., & Duval, E. (2014). Learning Dashboards. Journal of Learning Analytics, 1(3), 199-202. doi:10.18608/jla.2014.13.22Worsley, M. (2012). Multimodal learning analytics. Proceedings of the 14th ACM international conference on Multimodal interaction - ICMI ’12. doi:10.1145/2388676.2388755Spikol, D., Prieto, L. P., Rodríguez-Triana, M. J., Worsley, M., Ochoa, X., Cukurova, M., … Ringtved, U. L. (2017). Current and future multimodal learning analytics data challenges. Proceedings of the Seventh International Learning Analytics & Knowledge Conference. doi:10.1145/3027385.3029437Ochoa, X., Worsley, M., Weibel, N., & Oviatt, S. (2016). Multimodal learning analytics data challenges. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK ’16. doi:10.1145/2883851.2883913Aguilar, J., Sánchez, M., Cordero, J., Valdiviezo-Díaz, P., Barba-Guamán, L., & Chamba-Eras, L. (2017). Learning analytics tasks as services in smart classrooms. Universal Access in the Information Society, 17(4), 693-709. doi:10.1007/s10209-017-0525-0Lu, O. H. T., Huang, J. C. H., Huang, A. Y. Q., & Yang, S. J. H. (2017). Applying learning analytics for improving students engagement and learning outcomes in an MOOCs enabled collaborative programming course. Interactive Learning Environments, 25(2), 220-234. doi:10.1080/10494820.2016.1278391Drachsler, H., & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32(3), 281-290. doi:10.1111/jcal.12135Ruiperez-Valiente, J. A., Munoz-Merino, P. J., Gascon-Pinedo, J. A., & Kloos, C. D. (2017). Scaling to Massiveness With ANALYSE: A Learning Analytics Tool for Open edX. IEEE Transactions on Human-Machine Systems, 47(6), 909-914. doi:10.1109/thms.2016.2630420Er, E., Gómez-Sánchez, E., Dimitriadis, Y., Bote-Lorenzo, M. L., Asensio-Pérez, J. I., & Álvarez-Álvarez, S. (2019). Aligning learning design and learning analytics through instructor involvement: a MOOC case study. Interactive Learning Environments, 27(5-6), 685-698. doi:10.1080/10494820.2019.1610455Tabaa, Y., & Medouri, A. (2013). LASyM: A Learning Analytics System for MOOCs. International Journal of Advanced Computer Science and Applications, 4(5). doi:10.14569/ijacsa.2013.040516Shorfuzzaman, M., Hossain, M. S., Nazir, A., Muhammad, G., & Alamri, A. (2019). Harnessing the power of big data analytics in the cloud to support learning analytics in mobile learning environment. Computers in Human Behavior, 92, 578-588. doi:10.1016/j.chb.2018.07.002Klašnja-Milićević, A., Ivanović, M., & Budimac, Z. (2017). Data science in education: Big data and learning analytics. Computer Applications in Engineering Education, 25(6), 1066-1078. doi:10.1002/cae.21844Logglyhttps://www.loggly.com/Molto, G., & Caballer, M. (2014). On using the cloud to support online courses. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. doi:10.1109/fie.2014.7044041Caballer, M., Blanquer, I., Moltó, G., & de Alfonso, C. (2014). Dynamic Management of Virtual Infrastructures. Journal of Grid Computing, 13(1), 53-70. doi:10.1007/s10723-014-9296-5AWS CloudTrailhttps://aws.amazon.com/cloudtrail/Amazon Simple Storage Service (Amazon S3)http://aws.amazon.com/s3/Naranjo, D. M., Prieto, J. R., Moltó, G., & Calatrava, A. (2019). A Visual Dashboard to Track Learning Analytics for Educational Cloud Computing. Sensors, 19(13), 2952. doi:10.3390/s19132952Baldini, I., Castro, P., Chang, K., Cheng, P., Fink, S., Ishakian, V., … Suter, P. (2017). Serverless Computing: Current Trends and Open Problems. Research Advances in Cloud Computing, 1-20. doi:10.1007/978-981-10-5026-8_1Zimmerman, D. W. (1987). Comparative Power of StudentTTest and Mann-WhitneyUTest for Unequal Sample Sizes and Variances. The Journal of Experimental Education, 55(3), 171-174. doi:10.1080/00220973.1987.10806451Kruskal, W. H., & Wallis, W. A. (1952). Use of Ranks in One-Criterion Variance Analysis. Journal of the American Statistical Association, 47(260), 583-621. doi:10.1080/01621459.1952.10483441Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174-1204. doi:10.1037/a0036620Ellemers, N., Heuvel, H., Gilder, D., Maass, A., & Bonvini, A. (2004). 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Sustainable Higher Education Development through Technology Enhanced Learning

[EN] Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL¿s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency¿s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.This research was co-funded by the European Commission through the Erasmus+ KA2 project "Promoting Excellence in Teaching and Learning in Azerbaijani Universities (PETRA)" project number 573630-EPP-1-2016-1-ES-EPPKA2-CBHE-JP.Orozco-Messana, J.; Martínez-Rubio, J.; Gonzálvez-Pons, AM. (2020). Sustainable Higher Education Development through Technology Enhanced Learning. Sustainability. 12(9):1-13. https://doi.org/10.3390/su12093600S113129Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256. doi:10.1016/j.chb.2015.11.036Becker, H. J., & Ravitz, J. (1999). The Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions. Journal of Research on Computing in Education, 31(4), 356-384. doi:10.1080/08886504.1999.10782260Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706. doi:10.1016/j.compedu.2019.103706Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 23-39. doi:10.19173/irrodl.v20i5.4389Passey, D. (2019). Technology‐enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50(3), 972-986. doi:10.1111/bjet.12783Lai, Y.-C., & Peng, L.-H. (2019). Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education. Sustainability, 12(1), 28. doi:10.3390/su12010028Lee, S., Lee, H., & Kim, T. (2018). A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning. Sustainability, 10(3), 850. doi:10.3390/su10030850“Continuous Improvement in Teaching Strategies through Lean Principles”. Teaching & Learning Symposium, University of Southern Indiana http://hdl.handle.net/20.500.12419/455The DeLone and McLean Model of Information Systems Success: A Ten-Year Update. (2003). Journal of Management Information Systems, 19(4), 9-30. doi:10.1080/07421222.2003.11045748Goodman, J., Melkers, J., & Pallais, A. (2019). Can Online Delivery Increase Access to Education? Journal of Labor Economics, 37(1), 1-34. doi:10.1086/698895Alexander, J., Barcellona, M., McLachlan, S., & Sackley, C. (2019). Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom. Research in Learning Technology, 27(0). doi:10.25304/rlt.v27.2073How Can Adaptive Platforms Improve Student Learning Outcomes? A Case Study of Open Educational Resources and Adaptive Learning Platforms https://ssrn.com/abstract=3478134Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education: Research, 15, 157-190. doi:10.28945/3502EU Commission https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_enEssence Project https://husite.nl/essence/Orozco-Messana, J., de la Poza-Plaza, E., & Calabuig-Moreno, R. (2020). Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop. Sustainability, 12(3), 1143. doi:10.3390/su12031143Kurilovas, E., & Kubilinskiene, S. (2020). Lithuanian case study on evaluating suitability, acceptance and use of IT tools by students – An example of applying Technology Enhanced Learning Research methods in Higher Education. Computers in Human Behavior, 107, 106274. doi:10.1016/j.chb.2020.10627

Use of synchronous e-learning at university degrees

[EN] Different types of Course Management Systems (CMS) are fully integrated in conventional and online courses in many Universities degrees. Although they are suitable for lecturer-student information sharing, their asynchronous nature prevents an efficient interaction, which may hamper the learning process. As an alternative, synchronous virtual learning platforms can help fill the gaps in traditional CMS. However, there is very little feedback regarding its use in higher education. The Universitat Polit"ecnica de Val"encia introduced in 2010 a synchronous e-learning platform, named Poli[ReunioN], an Adobe Connect-based online service. Poli[Reuni !oN] ! provides virtual sessions where interaction between lecturers and students is enabled by means of audio/videoconferences and software application sharing. By following this path, Poli[ReunioN] provides an opportunity for ! planning new educational experiences where technology may help to achieve new learning objectives. However, the implementation of this tool still needs to be explored. In order to check its usefulness, we have performed a multidisciplinary learning experience involving a wide range of subjects over several degrees: Private Telecommunication Systems (degree in Telecommunications Engineering), Algorithms and Data Structure (degree in Computer Sciences), English for International Tourism (degree in Tourism Management), Genetics and Plant Breeding (degree in Agricultural Engineering), and a specific course for teachers¿ training. The advantages and disadvantages of the use of Poli[ReunioN] in tutoring and in different learning activities ! proposed in the aforementioned degrees are discussed from both perspectives¿lecturers and students. These experiences may help lecturers and other education professionals to adopt similar e-learning tools.The authors would like to thank the "Vicerrectorado de Estudios y Convergencia Europea" (VECE) of the UPV for their financial support of the project Experiencias Multi-Disciplinares de Integracion de Aula Inversa para el Desarrollo de Competencias TransversalesFita, A.; Monserrat Del Río, JF.; Moltó, G.; Mestre-Mestre, EM.; Rodríguez Burruezo, A. (2016). Use of synchronous e-learning at university degrees. Computer Applications in Engineering Education. 24(6):982-993. https://doi.org/10.1002/cae.21773S982993246Garrison, D. R. (2003). E-Learning in the 21st Century. doi:10.4324/9780203166093Beuchot, A., & Bullen, M. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26(1), 67-87. doi:10.1080/01587910500081285Dennen, V. P., Aubteen Darabi, A., & Smith, L. J. (2007). Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65-79. doi:10.1080/01587910701305319Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education, 19(3), 133-148. doi:10.1207/s15389286ajde1903_2http://www.adobe.com/es/products/connect/Bondi, S., Daher, T., Holland, A., Smith, A. R., & Dam, S. (2016). Learning through personal connections: cogenerative dialogues in synchronous virtual spaces. Teaching in Higher Education, 21(3), 301-312. doi:10.1080/13562517.2016.1141288Huang, Y.-M., Kuo, Y.-H., Lin, Y.-T., & Cheng, S.-C. (2008). Toward interactive mobile synchronous learning environment with context-awareness service. Computers & Education, 51(3), 1205-1226. doi:10.1016/j.compedu.2007.11.009Xenos, M., Avouris, N., Komis, V., Stavrinoudis, D., & Margaritis, M. (s. f.). Synchronous collaboration in distance education:a case study on a computer science course. IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. doi:10.1109/icalt.2004.13574652016 https://polireunion.upv.es/http://poliformat.upv.es2016 https://sites.google.com/site/matiupv/Cappiccie, A., & Desrosiers, P. (2011). Lessons Learned From Using Adobe Connect in the Social Work Classroom. Journal of Technology in Human Services, 29(4), 296-302. doi:10.1080/15228835.2011.638239McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., & Lundeberg, M. A. (2012). Virtual Professional Learning Communities: Teachers’ Perceptions of Virtual Versus Face-to-Face Professional Development. Journal of Science Education and Technology, 22(3), 267-277. doi:10.1007/s10956-012-9391-ySaitta, E. K. H., Bowdon, M. A., & Geiger, C. L. (2011). Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom. Journal of Science Education and Technology, 20(6), 790-795. doi:10.1007/s10956-010-9273-0Konstantinidis, A., Tsiatsos, T., & Pomportsis, A. (2009). Collaborative virtual learning environments: design and evaluation. Multimedia Tools and Applications, 44(2), 279-304. doi:10.1007/s11042-009-0289-5Hiltz, S. R., & Turoff, M. (2005). Education goes digital. Communications of the ACM, 48(10), 59-64. doi:10.1145/1089107.1089139Smith, M. L., & Cline, M. A. (2011). Inexpensive Options for a High-Tech Learning Environment. Journal of Science Education and Technology, 20(6), 785-789. doi:10.1007/s10956-010-9272-