The ‘Progressive Design Method’ Development to promote Students’ Participation in Blended University Courses: Design-Based Research

2024-6-4

Valutazione per l’apprendimento: la formazione in servizio come leva per il cambiamento professionale

2024-6-4

Alternative Assessment and Technology Enhanced Assessment practices: Research to inform Faculty Development processes

2024-6-4

Rethinking assessment in the digital era: Designing a pilot study on hybridization in higher education

2024-6-4

Technology-mediated new assessment: A challenge we can overcome

2024-6-4

Digital Competence in University Students: A Comparison between Spain and Italy

2024-1-1

Teaching Practice in a Shifting to Post-Covid 19 Era: A Study from Indonesian Higher Institution

2024-1-1

Gamification to foster student engagement: a mixed methods study in higher education

2024-1-1

Invited article Neuroscience of distance learning: The impact of technology on neurobiological learning mechanisms

2023-12-1

You, me and the digital. The triangle of technology mediated relationships after the Covid-19 pandemic

2023-12-1

Connecting between systems for classroom-based Knowledge Building sustainability and scalability

2023-6-1

Knowledge Building as new perspective for Education: From belief mode to design mode and the need for ‘infrastructuring’

2023-6-1

Real-world experts co-facilitate design-mode Knowledge Building in a continuing medical education course in palliative care

2023-6-1

Infrastructuring for Knowledge Building: Advancing a framework for sustained innovation

2023-6-1

Learning from the knowledge builders: Student perspectives on the challenges of classroom Knowledge Building communities

2023-6-1

Student reflections on the integration of Knowledge Forum as ‘equipment’ for knowledge building practice

2023-6-1

Meeting Students Halfway: Materials in an Ideas-centered Classroom

2023-6-1

Designing Informal Knowledge Building learning spaces: Students’ Knowledge Building Design Studio

2023-6-1

Students' emotional reactions when interacting with Information and Communication Technologies. A key element in improving assimilation

2023-1-1

Couples' Relationship Satisfaction and Problematic Internet Use - A Dyadic Response Surface Analysis

2023-1-1

Il ruolo della formazione sulla gratificazione professionale dei docenti

2023-1-1

Activating teachers’ epistemic agency to implement knowledge building in classroom: A case analysis of the “Classi in rete” project

2022-12-1

Multinational perspectives on Covid-19 challenges: Faculty responses to distance education in Italy and the USA

2022-12-1

Contributo alla validazione del Digital Mindset Questionnaire in un campione di studenti universitari italiani

2022-12-1

University teachers and students in the pandemic: Connection, disconnection, and identity challenges

2022-12-1

Challenges and opportunities perceived by Swiss vocational education and training (VET) teachers during emergency remote teaching: The role of teachers’ digital competence

2022-12-1

The “Trialogical Learning & Assessment Approach”: Design principles for higher education

2022-12-1

Editorial The “new normality”: Digital technologies and learning environments beyond the emergency

2022-12-1

Innovare la didattica universitaria fra vincoli e opportunità. Un’esperienza di peer feedback con i futuri insegnanti

2022-6-1

Developing computational thinking among preservice teachers

2022-6-1

ditorial A time of complexity: From teachers’ training to students’ skills in the knowledge driven XXI century

2022-6-1

The acceptance of distance education by Italian university teachers during the Covid-19 lockdown

2022-6-1

Analisi preliminare della validità della Brief Multicultural Version of the Test of Mobile Phone Dependence (TMDbrief) su un campione di adolescenti italiani

2022-6-1

About or with Teachers? A Systematic Review of Learning Analytics Interventions to Support Teacher Professional Development

2022-1-1

Remote Teaching and Learning in the COVID Era: Empirical Evidence from three Universities in Thailand

2022-1-1

Editorial The lesson learned: What we have learned from the pandemic and how to innovate schools and universities to go further

2021-12-1

Performing arts as a tool for university education during a pandemic: Moving from an in vivo to an in vitro modality

2021-12-1

Teaching and learning during the Covid-19 pandemic: University students’ perspective on phase 3

2021-12-1

Distance learning in Higher Education during the first pandemic lockdown: The point of view of students with special educational needs

2021-12-1

Children’s digitally mediated perezhivanie/enchantment in backyard excursions to “nature”

2021-12-1

Online learning in kindergarten during Covid-19: Teachers’ experience and perception in Italy

2021-12-1

Italian parents’ perception about learning practices and educational effectiveness of remote schooling during the first lockdown

2021-12-1

Quali competenze e quali strategie formative per l’industria 4.0? Lo stato dell’arte

2021-6-8

Data-driven practices in Universities: Rethinking students as subjects and owners of their data

2021-6-7

Contribution of technology innovation acceptance and organizational innovation climate on innovative teaching behavior with ICT in indonesian education

2021-6-1

La presentazione di una falsa identità nell’era digitale

2021-6-1

Sviluppo di una OER per l’insegnamento delle biotecnologie: risultati di una sperimentazione eseguita nell’ultimo anno dei Licei

2021-6-1

Pratiche basate sui dati nella valutazione e l’analisi della qualità didattica: il caso dell’Università di Padova

2021-6-1

Diari di apprendimento e learning analytics, strumenti integrabili per capire i processi di studio? Giudizi di difficoltà e tracciamento delle attività online

2021-6-1

From the Teaching machines to the Machine learning. Opportunities and challenges for Artificial Intelligence in education

2020-12-1