artículos indizados EN SCOPUS
Alcantar-Nieblas, C., Glasserman-Morales, L.D., Pacheco-Velazquez, E.A., & Ramírez Echeverri, S.A. (2024). EGame-flow: psychometric properties of the scale in the Mexican context. Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-06-2023-0233
Alcantar-Nieblas, C., Glasserman-Morales, L.D. & Vázquez-Parra, J.C. (2024). Psychometric Properties of a Scale to Measure Social Entrepreneurship Competency in Mexican University Students. On the Horizon: The International Journal of Learning Futures, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/oth-05-2023-0019
Castillo-Martínez, I.M., Ramírez-Montoya, M.S., Glasserman-Morales, L.D., & Millán-Arellano, A. (2024). eComplex: validity and reliability of rubric for assessing reasoning for complexity competence. Quality & Quantity. https://doi.org/10.1007/s11135-023-01697-6 https://repositorio.tec.mx/handle/11285/650956
George-Reyes, C.E., Peláez-Sánchez, I.C., & Glasserman-Morales, L.D. (2024). Digital Environments of Education 4.0 and complex thinking: Communicative Literacy to close the digital gender gap. Journal of Interactive Media in Education, 1(3), 1-20. https://doi. org/10.5334/jime.833
George-Reyes, C.E., Rocha-Estrada, F.J., Glasserman-Morales, L.D. & Avello-Martínez, R. (2024). Evaluación de la seguridad digital para la complejidad en estudiantes universitarios: diseño y validación del instrumento Complex-ADS. Revista de Pensamiento Estratégico y Seguridad CISDE, 9(1), 37–50. https://hdl.handle.net/10272/24051
Glasserman-Morales, L.D., Alcantar-Nieblas, C., & Nava-Lara, S. (2024). The social innovation profile in students as a transformation strategy: structural equation modeling. Frontiers in Education, 9, 1336576. https://doi.org/10.3389/feduc.2024.1336576
Glasserman-Morales, L.D., Alcantar-Nieblas, C., & Romero-Rodriguez, J.M. (2024). Validation of a Scale to Measure the Adoption of Open Educational Resources: Students' Perspective. Journal of Social Studies Education Research, 15(2), 94–112. https://hdl.handle.net/11285/653878
Glasserman-Morales, L.D., Alcantar-Nieblas,C. & Sisto, M. I. (2024). Demographic and school factors associated with digital competences in higher education students. Contemporary Education Technology, 16(2). ep498. https://doi.org/10.30935/cedtech/14288
Pacheco-Velazquez, E., Rodés Paragarino, V., Glasserman-Morales, L.D., & Carlos Arroyo, M. (2024). Playing to learn: developing self-directed learning skills through serious games. Journal of International Education in Business, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JIEB-08-2023-0054
Peláez-Sánchez, Velarde-Camaqui & Glasserman-Morales. T (2024). The impact of large language models on higher education: exploring the connection between AI and Education 4.0. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1392091
Vázquez-Parra, J.C., Alcantar-Nieblas, C., Glasserman-Morales, L.D., & Nuñez-Rodríguez, X. (2024). Development of Social Entrepreneurship Competencies and Complex Thinking in an Intensive Course of Open Educational Innovation. International Journal of Educational Psychology, 13(1), 1-20. https://doi.org/10.17583/ijep.12187
Castillo-Martínez, I.M., Argüelles, A. J., Piñal, O. E., Glasserman-Morales, L.D., Ramírez-Montoya, M.S., & Carreon-Hermosillo, A. (2023). Towards the development of complex thinking in university students: Mixed methods with ideathon and artificial intelligence. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2023.100186 https://hdl.handle.net/11285/651611
Castillo-Martínez, I.M., Cerros Regalado, C.P., Glasserman-Morales, L.D., & Ramírez-Montoya, M.S. (2023). Academic literacy among the university students in Mexico and Spain: A holistic perspective. Frontiers in Psychology, 13:1055954. https://doi.org/10.3389/fpsyg.2022.1055954
Gallardo, K, Glasserman-Morales, L.D., Rivera, N., & Martínez-Cardiel, L. (2023). Learning assessment challenges from students and faculty perception in times of COVID-19: A case study. Contemporary Educational Technology, 15(2), ep41555. https://doi.org/10.30935/cedtech/12985
George-Reyes, C.E., Glasserman-Morales, L.D., Rocha-Estrada, F.J., & Ruiz-Ramirez, J.A. (2023). Study Habits Developed by Mexican Higher Education Students during the Complexity of the COVID-19 Pandemic. Education Sciences, 13(6), 563. https://doi.org/10.3390/educsci13060563
George-Reyes, C.E., Peláez-Sánchez , I.C., Glasserman-Morales-L.D., & López-Caudana, E.O. (2023). The Metaverse and complex thinking: opportunities, experiences and future lines of research. Frontiers in Education, 8:1166999. https://doi.org/10.3389/feduc.2023.1166999
Glasserman-Morales, L.D., Carlos-Arroyo, M., Ruiz-Ramirez, J.A., & Alcantar C. (2023). Use of wereable devices in the teaching-learning process: A systematic review of the literature. Frontiers in Education, 8:1220688. https://hdl.handle.net/11285/651143
Peláez-Sánchez, I.C., & Glasserman-Morales, L.D. (2023). The Gender Digital Divide and Women´s Digital Inclusion: A Systematic Mapping. Generos, 12(3), 258-282. https://doi.org/10.17583/generos.10555
Romero-Rodriguez, J.M., Ramírez-Montoya, M.S., Glasserman-Morales, L.D., & Ramos Navas-Parejo, M. (2023). Collaborative online international learning between Spain and Mexico: a microlearning experience to enhance creativity in complexity. Education and Training, 65(2), 340-354. https://doi.org/10.1108/ET-07-2022-0259
George-Reyes, C.E., & Glasserman-Morales, L.D. (2022). Análisis de confiabilidad de un cuestionario para medir desde la perspectiva del estudiante las competencias digitales del docente en entornos no presenciales de enseñanza. Revista Complutense de Educación, 33(3), 413-424. https://doi.org/10.5209/rced.74467
Glasserman-Morales, L.D., Ruíz-Ramírez, J.A., & Rocha, F.J. (2022). Transformando la educación superior mediante WebVR: Un caso de estudio. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 17(3), 230-34. https://doi.org/10.1109/RITA.2022.3191257
Matsumoto-Royo, K., Ramírez-Montoya, M. S., & Glaserman-Morales, L.D. (2022). Lifelong Learning and Metacognition in the Assessment of Pre-Service Teachers in Practice-Based Teacher Education. Frontiers in Education, 7:879238. https://doi.org/10.3389/feduc.2022.879238
Rocha Estrada, F.J., George-Reyes, C.E., & Glasserman-Morales, L.D. (2022). Security as an emerging dimension of Digital Literacy for Education: a systematic literature review. Journal of e-Learning and Knowledge Society, 18(2), 22-33. http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135440/1308
Rocha Estrada, F.J., Ruiz-Ramirez, J.A., George-Reyes, C.E., & Glasserman-Morales, L.D. (2022). Evaluation of a Virtual Campus Adapted to Web-Based Virtual Reality Spaces: Assessments of Teachers and Students. Frontiers in Education, 7:918125. https://doi.org/10.3389/feduc.2022.918125
Suárez-Brito, P., Baena-Rojas, J.J., López-Caudana, E.O., & Glasserman-Morales, L.D. (2022). Academic Literacy as a Component of Complex Thinking in Higher Education: A Scoping Review. European Journal of Contemporary Education, 11(3), 931-945. http://dx.doi.org/10.13187/ejced.2022.3.931
Torres-Arcadia, C., Nava-Lara, S., Rodríguez-Uribe, C., & Glasserman-Morales, L.D. (2022). What We Know About Successful Principals in Mexico. Journal of Educational Administration, 60(1), 86-100. https://doi.org/10.1108/JEA-04-2021-0100
Forte-Celaya, J., Ibarra, L., & Glasserman-Morales, L.D. (2021). Analysis of Creative Thinking Skills Development under Active Learning Strategies. Education Sciences, 11(10), 621. https://doi.org/10.3390/educsci11100621
George-Reyes, C.E., & Glasserman-Morales, L.D. (2021). Research Competencies Mediated by Technologies: A Systematic Mapping of the Literature. Education in the Knowledge Society, 22, 1-16. https://doi.org/10.14201/eks.23897
Ruiz-Ramirez, J.A., & Glasserman-Morales, L.D. (2021). Características del aseguramiento de la calidad educativa: Un mapeo sistemático 2016-2020. Revista Complutense de Educación, 32(3), 337-348. https://doi.org/10.5209/rced.70182
Ruiz-Ramirez, J.A., Olarte-Arias, Y.A., & Glasserman-Morales, L.D. (2021). Educational Processes for Health and Disease Self-Management in Public Health: A Systematic Review. International Journal of Environmental Research and Public Health, 18(2), 6448. https://doi.org/10.3390/ijerph18126448
Ballesteros-Ibarra, M.L., Mercado-Varela, M.A., García-Vázquez, N.J., & Glasserman-Morales, L.D. (2020). Experiencias de aprendizaje profesional docente en MOOC: Profesores de Sonora, México que participaron en la colección de aprendizajes clave. Texto Livre: Linguagem e Tecnologia, 13(3), 79-102. https://doi.org/10.35699/1983-3652.2020.25099
Canchola González, J.A., & Glasserman-Morales, L.D. (2020). El concepto de fluidez digital: una revisión sistemática de literatura 2010-2020. Texto Livre: Linguagem e Tecnologia, 13(3), 25-46. https://doi.org/10.35699/1983-3652.2020.25087
Canchola González, J.A., & Glasserman-Morales, L.D. (2020). Factors that Influence Learner Engagement and Completion Rate in an xMOOC on Energy and Sustainability. Knowledge Management & E-Learning, 12(2), 129–146. https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/437
Ascencio, P., Glasserman, L.D., & Quintana, J. (2019). Competencias digitales: Realidad de ingreso de los estudiantes a la vida universitaria. Digital Education Review, 36, 68-84. https://doi.org/10.1344/der.2019.36.68-84
Cantú, V., Glasserman, L.D., & Ramírez, M. S. (2019). Comportamiento métrico sobre evaluación de la educación en emprendimiento. Investigación bibliotecológica: archivonomía, bibliotecología e información, 33(79), 99-117. http://hdl.handle.net/11285/632981
Pabrua, M.V., Glasserman, L.D., & Yañez, J. A. (2018). Instructional Design to Measure the Efficacy of Interactive Ebooks in a High School Setting. Turkish Online Journal of Distance Education, 19(2), 47-60. https://dergipark.org.tr/en/download/article-file/458420
Cervantes, J.M., Salinas, V., & Glasserman, L.D. (2017). Diseño de la capacitación blended learning en una empresa. Revista Campus Virtuales, 6(1), 121-129. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/195
Glasserman-Morales, L.D. (2012). Documentación de experiencias de una práctica educativa abierta (PEA) en un curso de educación superior. REICE Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, 10(2), 201–211. https://doi.org/10.15366/reice2012.10.2.013