Search results for author:"Brenda+Padilla"
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World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2489–2494
Understanding the relationship between affect and learning can help e-learning designers create engaging online educational environments. The current paper aims to explore this relationship. 138 students who were taking an online course...
Relationships between Affective Style, Attitude towards E-Learning, and Effectiveness of an Online Training System
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 787–792
During recent years, information technologies have been introduced in the formation of human resources. However, this has been scarcely researched, even less in Mexican organizational environments. The current study aims to fill a bit of this gap by ...
International Journal on E-Learning Vol. 13, No. 2 (July 2014) pp. 227–241
The quality and acceptance of online degree programs are still controversial issues. In Mexico, where access to technology is limited, there are few studies on the matter. Undergraduate students (n=104) answered a survey that aimed to evaluate their ...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 238–246
The quality and acceptance of online degree programs are still controversial issues. In Mexico, where the access to technology is limited, there are few studies on the matter. A survey was applied to 104 undergraduate students to evaluate their...
Research in Learning Technology Vol. 21, No. 2 (2013)
While learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find...
International Review of Research in Open and Distance Learning Vol. 16, No. 3 (June 2015) pp. 298–317
Although interaction is recognised as a key element for learning, its incorporation in online courses can be challenging. The interaction equivalency theorem provides guidelines: Meaningful learning can be supported as long as one of three types of...
Journal of Interactive Online Learning Vol. 13, No. 2 (2014) pp. 51–66
Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of...
Global Learn 2015 (April 2015) pp. 527–535
In November 2013 and March 2014 the University of Leicester launched two 6-week Massive Open Online Courses (MOOCs) on the FutureLearn virtual learning environment: “England in the time of Richard III” and “Forensic science and criminal justice”....
Global Learn 2016 (Apr 28, 2016) pp. 359–366
Research literature on Massive Open Online Courses (MOOCs) is still limited and tends to focus on the learner perspective. This paper reports on the experiences of ten UK-based individuals involved in designing, developing, or delivering MOOCs ...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 247–252
The use of information and communication technologies in education is still limited in Mexico. The current paper presents the preliminary results of an ongoing diagnostic study about access to and experience with technology in a Mexican public...
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 3341–3346
An important area of opportunity of corporate e-learning resides in the evaluation of its effectiveness. Research on the subject is scarce, and it tends to focus on participants’ satisfaction and learning. Perhaps this is related to the difficulty...
- Padilla Rodriguez, Brenda Cecilia (5)
- Armellini, Alejandro (4)
- Padilla Rodríguez, Brenda Cecilia (3)
- Adams, Jonathan (2)
- Rodriguez, Brenda Cecilia Padilla (2)
- Bird, Terese (1)
- Conole, Gráinne (1)
- Cáceres Villalba, Viviana Carolina (1)
- Padilla Montemayor, Victor Manuel (1)
- Padilla Montemayor, Víctor Manuel (1)