Paula Arancibia Erazo

Articles - revue avec comité de lecture (RAC)

• Lakhal, S., Heilporn, G., Arancibia Erazo, P., Saliha, Z., Mukamurera, J., Grenon, V. et al. (soumis 2023). Students’ academic performance and persistence in blended courses in higher education: a review of influential teaching, learning and assessment activities. Educational Technology Research and Development.
• Arancibia Erazo, P. et Lakhal, S. (soumis 2022). Blended courses, additional languages, and higher education: What teaching, learning, and assessment activities?. Japan Association for Language Teaching Computer Assisted Language Learning..
• Lakhal, S., Dell, D., Arancibia Erazo, P., Lock, J. et Cleveland-Innes, M. (soumis 2022). Conceptualizing relationships between heutagogy and technology enabled lifelonglearning in a digital society: a scoping review. Education and Information Technologies.
• Lock, J., Lakhal, S., Cleveland-Innes, M., Arancibia Erazo, P., Dell, D. et DeSilva, N. (2021). Creating technology-enabled lifelong learning: A heutagogical approach. British Journal of Educational Technology, 52(4), 1646-1662. http://dx.doi.org/https://doi.org/10.1111/bjet.13122
• Cleveland-Innes, M., Lock, J., Lakhal, S., Arancibia Erazo, P., Dell, D. et DeSilva, N. (soumis 2021). The heutagogical bridge: Linking blended and online learning to technology-enabled lifelong learning.. Cleveland-Innes, M., Lock, J., Lakhal, S., Arancibia-Erazo, P., Dell, D. et DeSilva, N. (2021). British Journal of Educational Technology. Manuscrit soumis pour publication..

Mémoires et thèses

• Arancibia Erazo, P. (2022). Teaching, learning, and assessment activities used in additional language courses offered in blended contexts to promote the development of learners’ language skills in higher education [mémoire de maîtrise inédit]. Université de Sherbrooke. https://savoirs.usherbrooke.ca/handle/11143/19658