Las enseñanzas híbridas (blended learning) ante el aislamiento del estudiantado: lecciones de la literatura.

Alam, I., Qasim, A., Shah, A. H., & Kumar, T. (2023). Blackboard collaborate: COVID-19 impacts on EFL classroom learning and knowledge on first year university students. International Journal of Knowledge and Learning, 16(3), 221–237.

Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. E., Abdullah, A., & Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 1-48.

Aretio, L.G. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 9-32. doi.org/10.5944/ried.24.1.28080

Arslan, G. (2021). Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness Questionnaire. Journal of Positive School Psychology, 5(1), 17–31.

Bautista-Zuniga, L., Sotomayor-Burga, J., & Tirado-Mendoza, G. (2022). Impact of smart learning in the satisfaction of students in logistics engineering from a private university in Peru. 2022 10th International Conference on Information and Education Technology (Iciet 2022), 315–319. doi:10.1109/ICIET55102.2022.9778993

Ben-Eliyahu, A., & Bernacki, M. L. (2015). Addressing complexities in self-regulated learning: A focus on contextual factors, contingencies, and dynamic relations. Metacognition and Learning, 10: 1–13.

Börner, K., Chen, C., & Boyack, K. W. (2003). Visualizing knowledge domains. Annual review of information science and technology, 37(1), 179-255.

Boulos, M. N. K., Taylor, A. D., & Breton, A. (2005). A synchronous communication experiment within an online distance learning program: A case study. Telemedicine Journal and E-Health, 11(5), 583–593.

Brown, D.M., Rossetti, Z., Schuh, M. et al. (2025) “Friendship is a miracle”: perceptions of learning environment factors that promote or impede friendship. Learning Environments Research. https://doi.org/10.1007/s10984-025-09542-3

Cai, S. (2017). Case studies of augmented reality applications for authentic learning. In Authentic Learning Through Advances in Technologies (pp. 115-134). Singapore: Springer Singapore.

Cai, S. (2018). Case studies of augmented reality applications for authentic learning. Authentic Learning through Advances in Technologies, 115–134.

Cala, A., Maturana-Cordoba, A., & Soto-Verjel, J. (2023). Exploring the pretreatments' influence on pressure reverse osmosis: PRISMA review. Renewable & Sustainable Energy Reviews, 188, 113866.

Cannavo, V. B., Habowski, A. C., & Pinto, T. S. (2022). Hybrid education in higher education: Contingencies from the pandemic. Humanidades & Inovacao, 9(6), 304–314.

Cook, D. J., Mulrow, C. D., & Haynes, R. B. (1997). Systematic reviews: Synthesis of best evidence for clinical decisions. Annals of Internal Medicine, 126(5), 376–380.

De Monte, M. T., & Groves, K. M. (2011). Technology in deaf education: Comparing educational experiences. Imsci'11: The 5th International Multi-Conference on Society, Cybernetics and Informatics, Vol Ii, 11–16.

Delabary, M. D. S., Sbeghen, I. L., Wolffenbuttel, M., Pereira, D. R., & Haas, A. N. (2024). Online dance classes during the covid-19 pandemic: New challenges and teaching strategies for the 'dance & parkinson's at home' project. Research in Dance Education, 25(2), 118–136.

Detyna, M., Sanchez-Pizani, R., Giampietro, V., Dommett, E. J., & Dyer, K. (2023). Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic. Learning environments research, 26(1), 145-159.

Downey, H., & Long, M. (2021). Reflexivity in action: Building student resilience during a pandemic. Journal of Social Work Education and Practice, 6(3), 36–43.

Durand, E., Kerr, A., Kavanagh, O., Crowley, E., Buchanan, B., & Bermingham, M. (2023). Pharmacy students' experience of technology-enhanced learning during the COVID-19 pandemic. Exploratory Research in Clinical and Social Pharmacy, 9, 100206.

Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of Educational Technology, 37(6), 175-192.

Erichsen, E. A., & Bolliger, D. U. (2011). Towards understanding international graduate student isolation in traditional and online environments. Educational technology research and development, 59, 309-326.

Essa, F. V., Andrews, G., Mendelowitz, B., Reed, Y., & Fouche, I. (2023). Humanising Online Pedagogy through Asynchronous Discussion Forums: An Analysis of Student Dialogic Interactions at a South African University. Online Learning, 27(4), 508-529.

Esteban Rivera, E. R., Camara Acero, A. A., & Villavicencio Guardia, M. d. C. (2020). Virtual postgraduate education in times of COVID-19. Journal of Learning Styles, 13, 82–94.

Ferratt, T. W., & Hall, S. R. (2009). Extending the vision of distance education to learning via virtually being there and beyond. Communications of the Association for Information Systems, 25, 425–436.

García Aretio, L. G. (2017). Educación a distancia y virtual: calidad, disrupción, aprendizajes adaptativo y móvil. RIED. Revista Iberoamericana de Educación a distancia, 20(2), 9-25.

García Aretio, L. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 9-32.

García-Hirschfeld, E. C., Rodríguez-Santos, M. Á., & López-Martín, C. (2025). Teaching economics in blended learning higher education: Use of whiteboard videos to engage the students. The International Journal of Management Education, 23(2), 101124.

Garrison, D. R. (2012). Article review-Social presence within the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 13(1), 250-253.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.

Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21(1), 3.

Ghosh, S. (2019). Blended learning strategies on teaching light concepts for underprivileged school students. Fifteenth Conference on Education and Training in Optics and Photonics (Etop 2019), 11143, 111432U.

Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of learning design, 10(1), 20-30.

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108.

Hehir, E., Zeller, M., Luckhurst, J., & Chandler, T. (2021). Developing student connectedness under remote learning using digital resources: A systematic review. Education and information technologies, 26(5), 6531-6548.

Heider, K. L. (2021). Isolation, burnout, and a lost sense of belonging: Combating the challenges of distance education during a pandemic. Distance Learning, 18(1), 25-35.

Henri, F. & Lundgren-Cayrol, K. (2001). Apprentissage collaboratif à distance. Presses de l'université du Québec.

Hogan, R. P., & Devi, M. (2019). A synchronous pedagogy to improve online student success. International Journal of Online Pedagogy and Course Design (IJOPCD), 9(3), 61-77.

Hussain, F., Leinonen, E., & Millar, B. J. (2018). Blended learning and an exploration of student expectations on a Master's prosthodontics programme with reassessment at five years. British Dental Journal, 225(5), 441-447.

Jaques, D., & Salmon, G. (2007). Learning in groups: A handbook for face-to-face and online environments. Abingdon, UK: Routledge.

Joubert, J., Callaghan, R., & Engelbrecht, J. (2020). Lesson study in a blended approach to support isolated teachers in teaching with technology. Zdm, 52(5), 907-925.

Junn, H. (2023). L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms. Innovation in Language Learning and Teaching, 17(1), 15–31.

Kaufmann, R., & Vallade, J. I. (2022). Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, 30(10), 1794-1808.

Kaur, M. (2013). Blended Learning - Its Challenges and Future. Procedia - Social and Behavioral Sciences, 93, 612–617. doi:10.1016/j.sbspro.2013.09.248

Kim, C. S., Bai, B. H., Kim, P. B., & Chon, K. (2018). Review of reviews: A systematic analysis of review papers in the hospitality and tourism literature. International Journal of Hospitality Management, 70, 49-58.

Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14, 1-20.

Kitano, N., & Lane, M. (2024). Alone, together: how a strategy of writing, reflecting and relating helped research students deal with isolation. Journal of Applied Research in Higher Education.

Koseoglu, M. A., Rahimi, R., Okumus, F., & Liu, J. (2016). Bibliometric studies in tourism. Annals of tourism research, 61, 180-198.

Lautenbach, G., & Randell, N. (2020). Through the covid-19 looking glass: Coping skills for stem educators in the time of a pandemic and beyond. Journal of Baltic Science Education, 19(6A), 1068–1077.

List, S., Warland, J., & Smith, C. (2013). Undergraduate communities of practice: how may they be designed, structured, and implemented for the improvement of the undergraduate student experience?. EDULEARN13 Proceedings, 6250-6258. IATED.

Luburic, N., Slivka, J., Sladic, G., & Milosavljevic, G. (2021). The challenges of migrating an active learning classroom online in a crisis. Computer Applications in Engineering Education, 29(6), 1617–1641.

Luo, R. Z., & Zhou, Y. L. (2024). The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning.

Møgelvang, A., Vandvik, V., Ellingsen, S., Strømme, C. B., & Cotner, S. (2023). Cooperative learning goes online: teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students. International Journal of Educational Research, 117, 102114.

Mahrishi, M., Abbas, A., Siddiqui, M. K., & Aladhadh, S. (2025). The genesis and prevalence of the HyFlex model: A systematic review and bibliometric analysis. International Journal of Educational Research Open, 8, 100410.

Mali, D., Lim, H., Roberts, M., & EL Fakir, A. (2023). An analysis of how a collaborative teaching intervention can impact student mental health in a blended learning environment. International Journal of Management Education, 21(3), 100853.

Mentzer, N., Krishna, B., Kotangale, A., & Mohandas, L. (2023). HyFlex environment: Addressing students’ basic psychological needs. Learning Environments Research, 26(1), 271-289.

Miles, D., Mensinga, J., & Zuchowski, I. (2018). Harnessing opportunities to enhance the distance learning experience of MSW students: An appreciative inquiry process. Social Work Education, 37(6), 705-717.

Morgan-Thomas, A., & Dudau, A. (2019). Of possums, hogs, and horses: Capturing the duality of student engagement in elearning. Academy of management learning & education, 18(4), 564-580.

Mosaad, M., Benoit, S., & Jayawardhena, C. (2023). The dark side of the sharing economy: A systematic literature review of externalities and their regulation. Journal of Business Research, 168, 114186.

Müller, C., Mildenberger, T., & Steingruber, D. (2023). Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?. International Journal of Educational Technology in Higher Education, 20(1), 10.

Munir, H. (2022). Reshaping sustainable university education in post-pandemic world: Lessons learned from an empirical study. Education Sciences, 12(8), 524.

O'Brien, L., Tighe, J., Doroud, N., Barradell, S., Dowling, L., Pranata, A., . . . Hughes, R. (2023). "Burnout felt inevitable": Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves. Frontiers in Public Health, 11, 1082325.

Onoral, O., & Kurtulmus-Yilmaz, S. (2020). Influence of covid-19 pandemic on dental education in cyprus: Preclinical and clinical implications with E-learning strategies. Advanced Education, (16), 69–77.

Orlando, J., & Attard, C. (2015). Digital natives come of age: The reality of today’s early career teachers using mobile devices to teach mathematics. Mathematics Education Research Journal, 28, 107–121.

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Parker, N., Mahler, B. P., & Edwards, M. (2021). Humanizing online learning experiences. Journal of Educators Online, 18(2), 119–129.

Pasayat, A. K., Bhowmick, B., & Roy, R. (2023). Factors responsible for the success of a start-up: A meta-analytic approach. IEEE Transactions on Engineering Management, 70(1), 342–352.

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Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.

Rawson, R., & Rhodes, C. (2022). Peer-Assisted Learning Online: Peer Leader Motivations and Experiences. Journal of Peer Learning, 15(4), 32-47.

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Stewart, W. H., & Lowenthal, P. R. (2022). Distance education under duress: A case study of exchange students' experience with online learning during the COVID-19 pandemic in the republic of korea. Journal of Research on Technology in Education, 54, S273–S287.

Thomas, D. (2021). Relationship Among E-Learning systems, Self-Regulation, and Loneliness in a Blended Learning Context. ASEAN Journal of Education. 7(1): 32-39

Thompson, V. L., & McDowell, Y. L. (2019). A case study comparing student experiences and success in an undergraduate mathematics course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics Science and Technology, 7(2), 116–136.

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