Angeli, C. (2005). Transforming a teacher education method course through technology: Effects on preservice teachers’ technology competency. Computers and Education 45(4): 383-398.

Baggaley, J. (2003). Blogging as a Course Management Tool. The Technology Source, http://ts.mivu.org/default.asp?show=article&id=2011

Bain, K. (2004). Lo que hacen los mejores profesores universitarios. Valencia: PUV

Barberà, E. (2003). La educación en la red. Actividades virtuales de enseñanza y aprendizaje. Barcelona: Paidós.

Barberà, E. (2005). Educació oberta i a distància. Barcelona: Editorial UOC.

Bartolomé, A. (2004). Nuevas tecnologías en el aula. Guía de supervivencia. Barcelona: Graó.

Bates, A.W.T. (2001). Cómo gestionar el cambio tecnológico. Estrategias para los responsables
de centros universitarios. Barcelona: Gedisa

Blanco, S. (2005). Weblogs de Alumnos (I), Filmica.
http://www.filmica.com/sonia_blanco/archivos/001649.html

Blaxter, L.; Hughes, C. et al. (2005). Cómo se hace una investigación. Barcelona: Gedisa.

Blood, R. (2000), Weblogs: a history and perspective, Rebecca’s Pocket.
http://www.rebeccablood.net/essays/weblog_history.html

Casamayor, G. (2008). La formación on-line. Una mirada integral sobre e-learning, b-learning,… Barcelona: Graó.

Castells, M. ( 2002). La Galaxia Internet. Reflexiones sobre Internet, empresa y sociedad. Barcelona: Debolsillo

Cebrián, M. (2003). Enseñanza Virtual para la Innovación Universitaria. Madrid: Narcea

Crook, C. (1998). Ordenadores y aprendizaje colaborativo. Madrid: Morata.

Dickinson, G. (2003), Weblogs - can they accelerate expertise?, Ultralab MA dissertation in Education. http://www.participo.com/files/ma/do_weblogs_accelerate_expertise.pdf

Eley, M. (2006). Teachers Conceptions of Teaching, and the Making of Specific Decisions in Planning to Teach. Higher Education, 51(2), 191-214.

Ellis, R., i Moore, R. (2006). Learning Through Benchmarking: Developing a Relational, Prospective Approach to Benchmarking ICT in Learning and Teaching. Higher Education, 51(3), 351-371.

Epper, R. M. i Bates, A. W. T. (2004). Enseñar al profesorado cómo utilizar la tecnología. Buenas prácticas de instituciones Líderes. Barcelona: Editorial UOC.

Escofet, A.; Rubio, M. J.; Tolchinski, L. (2002). Tesis, tesinas y otras tesituras: de la pregunta de investigación a la defensa de la tesis. Barcelona, Edicions de la Universitat de Barcelona.

Ferdig, R. i Trammell, K. (2004). Content Delivery in the ‘Blogosphere’, T.H.E. Journal Online, http://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=4677

Fiedler, S. (2004). Personal webpublishing as a reflective conversation tool for self-organized learning, en BURG, T.N. (2004). BlogTalks, 190-216. Viena: Zentrum für Wissenschaftliche Forschung und Dienstleistung.

Flick, U. (2004). Introducción a la Investigación cualitativa. Madrid: Morata.

Gros, B. (1997). Diseños y programas educativos. Pautas pedagógicas para la elaboración de software. Barcelona: Ariel.

Gros, B. (2000). El ordenador invisible. Barcelona: Gedisa.

Gutiérrez, A. (2003). Alfabetización Digital, algo más que ratones y teclas. Barcelona: Gedisa.

Harrsch, M. (2003). RSS: The Next Killer App for Education, The Technology Source, juliol/agost de 2003. http://ts.mivu.org/default.asp?show=article&id=2010

Hativa, N. (2000). Teacher thinking, beliefs, and knowledge in higher education: An introduction. Instructional Science 28(5): 331-334.

Helle, L. ; Tynjala, P., et al. (2006). Project-Based Learning in Post-Secondary Education Theory, Practice and Rubber Sling Shots. Higher Education 51(2): 287-314.

Kirschner, P. i Stribjbos, J.W. (2004). What we know about CSCL. And Implementing It In Higher Education. Dordrecht: Kluwer Academic Publishers.

Kollias, V.; Mamalougos, N. et al. (2005). Teachers’ attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation. Computers and Education 45(3): 295-315.

Kreber, C. (2005). Reflection on teaching and the scholarship of teaching: Focus on science instructors. Higher Education 50(2): 323-359.

Lakkala, M.; Lallimo, J. et al. (2005). Teachers’ pedagogical designs for technology-supported collective inquiry: A national case study. Computers and Education 45(3): 337-356.

Laurillard, D. (1999). Rethinking University Teaching. New York: Routledge.

Lawless, C. J. i Richardson, J. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education 44(2): 257-282.

Leslie, S. (2003). Matrix of some uses of blogs in education.
http://www.edtechpost.ca/mt/archive/000393.html

Martin, E. i Lueckenhausen, G. (2005). How university teaching changes teachers: Affective as well as cognitive challenges. Higher Education 49(3): 389-412.

Martínez, F. (2002). El Cuestionario. Un instrumento para la investigación de las ciencias sociales. Barcelona: Laertes.

McFarlane, A. (2001). El aprendizaje y las tecnologías de la inforación. Madrid: Aula XXI Santillana.

Meyer, J. H. F. i Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning.” Higher Education 49(3): 373-388.

Oblinger, D. i Oblinger, J.L. (2005). Educating the Net Generation. Educause, Llibre electrònic. http://www.educause.edu/books/educatingthenetgen/5989

O’Donnel, M. (2005). Blogging as pedagogic practice: artefact and ecology. BlogTalk conference paper, Sydney 2005 http://incsub.org/blogtalk/?page_id=66

Orihuela, J. L. (2003). Selección de blogs de alumnos. eCuaderno, 5 de novembre de 2003 http://www.ecuaderno.com/archives/000080.php

Orihuela, J.L. (2004). Blogging and the eCommunication Paradigms: 10 principles of the new media scenario, en BURG, T.N. (2004). BlogTalks, 255-265. Viena: Zentrum für Wissenschaftliche Forschung und Dienstleistung.

Parcerisa, A. (2004). Pla docent: Planificar les assignatures en el marc de l’Espai Europeu d’Educació Superior. Barcelona: ICE Universitat de Barcelona.

Perseus (2003). The Blogging Iceberg, White Paper.
http://www.perseus.com/blogsurvey/thebloggingiceberg.html

Pomiés, P. (2003). La exigencia de una nueva alfabetización. Educ.ar Weblog, octubre http://weblog.educ.ar/site/cuerpoentrevista.php?idEntrev=10

Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education 16(2): 129-150.

Ramsden, P. (2005). Learning to teach in higher education. London: RoutledgeFalmer.

Richardson, W. (2004). The Blogging in Schools Question, en Weblogg-ed, http://www.weblogg-ed.com/2004/04/13#a1699

Richardson, J. (2005). Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education. Educational Psychology Review (Volume 25, Num. 6 / Desember 2005).

Roberts, S (2003). Campus Communications & the Wisdom of Blogging. Syllabus Magazine, Agost 2003. http://www.syllabus.com/article.asp?id=7982

Rosie, A. 2000. Online pedagogies and the promotion of “deep learning”’, Information Services & Use 2000, vol. 20, no. 2/3, pp.109-116.

Sade, G. (2005). Weblogs as Open Constructive Learning Environments.  BlogTalk conference paper, Sydney’05 http://incsub.org/blogtalk/?page_id=56

Salmon, G. (2000). e-Moderating: The Key to Teaching and Learning Online. London: Kogan Page.

Samuelowicz, K. i Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education 41(3): 299-325.

Sangrà, A. i Duart, J.M. (1999). Aprenentatge i virtualitat. Disseny pedagògic de materials didàctics per al www. Barcelona: Edicions UOC / Pòrtic.

Sangrà, A. i Duart, J.M. (2000). Aprender en la virtualidad. Barcelona: Gedisa.

Silén, C. (2006). The Tutor’s Approach in Base Groups (PBL). Higher Education 51(3): 373-385.

Shön, D.A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass

Smith, M. K. (2001). David A. Kolb on experiential learning, the encyclopedia of informal education. http://www.infed.org/b-explrn.htm

Trigwell, K. i Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education 32(1): 77-87.

Trigwell, K.; Prosser, M. et al. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education 37(1): 57-70.

Weston, T. J. (2005). Why faculty did-and did not-integrate instructional software in their undergraduate classrooms. Innovative Higher Education, 30(2), 99-115.

Wile, D. (2001). Connecting Learning Objects to Instructional Design Theory.
a Wiley, D. (Ed.), The Instructional Use of Learning Objects.

Wise, L. (2005). Blogs versus discussion forums in postgraduate on line continuing medical education. BlogTalk conference paper, Sydney, 2005. http://incsub.org/blogtalk/?page_id=106

Wrede, O. (2004). Weblogs and Discourse. Weblogs as a transformational technology for higher education and academic research, en BURG, T.N. (2004). BlogTalks, 217-237. Viena: Zentrum für Wissenschaftliche Forschung und Dienstleistung.

Zabalza, M. (2002). La enseñanza universitaria. El escenario y sus protagonistas. Madrid: Narcea.