| Social presence in the 21st century: An adjustment to the Community of Inquiry framework A Armellini, M De Stefani British Journal of Educational Technology 47 (6), 1202-1216, 2016 | 251 | 2016 |
| Learning design and assessment with e‐tivities A Armellini, O Aiyegbayo British Journal of Educational Technology 41 (6), 922-935, 2010 | 111 | 2010 |
| Social innovation education: towards a framework for learning design R Helyer, T Wall, B Alden Rivers, A Armellini, R Maxwell, S Allen, ... Higher Education, Skills and Work-Based Learning, 2015 | 101* | 2015 |
| Open educational practices for curriculum enhancement A Armellini, M Nie Open Learning: The Journal of Open, Distance and e-Learning 28 (1), 7-20, 2013 | 96 | 2013 |
| The OER mix in higher education: purpose, process, product, and policy S Nikoi, A Armellini Distance Education 33 (2), 165-184, 2012 | 79 | 2012 |
| How do e-book readers enhance learning opportunities for distance work-based learners? M Nie, A Armellini, G Witthaus, K Barklamb Research in Learning Technology 19 (1), 19-38, 2011 | 75 | 2011 |
| Building institutional capability in e-learning design G Salmon, S Jones, A Armellini ALT-J 16 (2), 95-109, 2008 | 71 | 2008 |
| Carpe Diem: Seizing each day to foster change in e-learning design. A Armellini, S Jones University of Leicester, 2008 | 68 | 2008 |
| Interaction and effectiveness of corporate e-learning programmes BC Padilla Rodriguez, A Armellini Human Resource Development International 16 (4), 480-489, 2013 | 62 | 2013 |
| Are massive open online courses (MOOCs) pedagogically innovative? A Armellini, BC Padilla Rodriguez Journal of Interactive Online Learning 14 (1), 17-28, 2016 | 57 | 2016 |
| Embedding social innovation and social impact across the disciplines: Identifying “Changemaker” attributes B Alden Rivers, A Armellini, M Nie Higher Education, Skills and Work-Based Learning, 2015 | 55 | 2015 |
| Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context A Armellini, V Teixeira Antunes, R Howe TechTrends, 1-11, 2021 | 53 | 2021 |
| Developing self-efficacy through a massive open online course on study skills BC Padilla Rodriguez, A Armellini Open Praxis 9 (3), 335-343, 2017 | 52 | 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 | 48 | 2021 |
| Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes R Maxwell, A Armellini Higher Education, Skills and Work-Based Learning 9 (1), 76-91, 2019 | 48 | 2019 |
| University teachers’ conceptions of “Changemaker” B Alden Rivers, M Nie, A Armellini Education + Training, 2015 | 45 | 2015 |
| Active blended learning: Definition, literature review, and a framework for implementation A Armellini, BCP Rodriguez Cases on active blended learning in higher education, 1-22, 2021 | 43 | 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 | 39 | 2020 |
| Student voice. Listening to students to improve education through digital technologies S Manca, V Grion, A Armellini, C Devecchi British Journal of Educational Technology 5 (48), 1075-1080, 2017 | 37 | 2017 |
| Teacher collegiality and electronic communication: A study of the collaborative uses of email by secondary school teachers in Uruguay J Grünberg, A Armellini British Journal of Educational Technology 35 (5), 597-606, 2004 | 37 | 2004 |
Brenda Cecilia Padilla RodríguezUniversidad Autónoma de Nuevo León, E-Learning MonterreyVerified email at uanl.edu.mx
