| Interaction and effectiveness of corporate e-learning programmes BC Padilla Rodriguez, A Armellini Human Resource Development International, 1-10, 2013 | 62* | 2013 |
| Are Massive Open Online Courses (MOOCs) pedagogically innovative? A Armellini, BC Padilla Rodriguez Journal of Interactive Online Learning, 2016 | 59 | 2016 |
| Developing Self-Efficacy through a Massive Open Online Course on Study Skills BC Padilla Rodriguez, A Armellini Open Praxis 9 (3), 335-343, 2017 | 53 | 2017 |
| The forgotten ones: how rural teachers in Mexico are facing the COVID19 pandemic BC Padilla Rodriguez, A Armellini, J Traxler Online Learning 25 (1), 2021 | 52 | 2021 |
| Learner engagement, retention and success: why size matters in massive open online courses (MOOCs) BC Padilla Rodriguez, A Armellini, MC Rodriguez Nieto Open Learning: The Journal of Open, Distance and e-Learning 35 (1), 46-62, 2020 | 43 | 2020 |
| Active Blended Learning: Definition, Literature Review, and a Framework for Implementation A Armellini, BC Padilla Rodriguez Cases on Active Blended Learning in Higher Education, 1-22, 2021 | 42 | 2021 |
| Expanding the interaction equivalency theorem BC Padilla Rodriguez, A Armellini The International Review of Research in Open and Distributed Learning 16 (3), 2015 | 35 | 2015 |
| Applying the Interaction Equivalency Theorem to online courses in a large organization BC Padilla Rodriguez, A Armellini Journal of Interactive Online Learning 13 (2), 51-66, 2014 | 31 | 2014 |
| Student engagement with a content-based learning design BC Padilla Rodriguez, A Armellini Research in Learning Technology 21, 2013 | 21 | 2013 |
| Openness in Education as a Praxis: From Individual Testimonials to Collective Voices A Bozkurt, T Gjelsvik, T Adam, TI Asino, J Atenas, M Bali, C Blomgren, ... Open Praxis 15 (2), 76–112, 2023 | 19 | 2023 |
| Cases on Active Blended Learning in Higher Education BC Padilla Rodriguez, A Armellini IGI Global, 2021 | 19 | 2021 |
| Next generation pedagogy: Ideas for online and blended higher education G Witthaus, BCP Rodriguez, L Guardia, CG Campillo Final report of the FUTURA (Future of University Teaching: update and …, 2016 | 16 | 2016 |
| Evaluation of Massive Open Online Courses (MOOCs): A Case Study BC Padilla Rodríguez, T Bird, G Conole Global Learn, 527-535, 2015 | 16 | 2015 |
| The Rise and Fall of the HyFlex Approach in Mexico BC Padilla Rodriguez TechTrends, 2022 | 13 | 2022 |
| Next Generation Pedagogy: IDEAS for Online and Blended Higher Education. Final report of the FUTURA (Future of University Teaching: Update and a Roadmap for Advancement) project G Witthaus, BC Padilla Rodriguez, L Guàrdia, C Girona http://hdl.handle.net/10609/51441, 2016 | 13* | 2016 |
| Massive Open Online Courses (MOOCs) behind the scenes BC Padilla Rodriguez, A Armellini, VC Caceres Villalba Association for the Advancement of Computing in Education (AACE), 2016 | 11* | 2016 |
| Developing Professional Competence at a Mexican Organization: Legitimate Peripheral Participation and the Role of Technology BC Padilla Rodriguez, JM Fernandez Cardenas Procedia-Social and Behavioral Sciences 69, 8-13, 2012 | 10 | 2012 |
| Academic e-tandems as a strategy for English language learning in a Mexican university DI Serrato, BC Padilla Rodriguez Open Praxis 12 (3), 417-424, 2020 | 9 | 2020 |
| Retos en el desarrollo de la motivación y la autoeficacia en estudiantes universitarios CB Barillas González, BC Padilla Rodríguez Enseñanza e Investigación en Psicología 1 (2), 159-170, 2019 | 7* | 2019 |
| Next generation pedagogy: IDEAS for online and blended higher education L Guàrdia, G Witthaus, C Girona, B Padilla Barcelona: Universitat Oberta de Cataluny, 2016 | 7 | 2016 |
Alejandro ArmelliniDean of Digital and Distributed Learning, University of Portsmouth在 port.ac.uk 的电子邮件经过验证
