References

• Ahmed, M. K. (2009). El trabajo social ante el Espacio Europeo de Educación Superior: ¿Redefinición o continuidad? [Social work before the European Higher Education Area: redefinition or continuity?]. Portularia: Revista de Trabajo Social, 9(1), 25–32.
   Google Scholar
• Allen, E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. [Adobe Digital Editions version]. Retrieved from ERIC: http://eric.ed.gov/?id=ED5415
   Google Scholar
• Arneberg, P., Keegan, D., Lõssenko, J., Mázár, I., Fernández Michels, P., & Flate Paulsen, M. (2007). The provision of e-learning in the European Union. Megatrends Project. Norway: NKI Publishing House.
   Google Scholar
• Ayala, J. S. (2009). Blended learning as a new approach to social work education. Journal of Social Work Education, 45(2), 277–288. doi: 10.5175/JSWE.2009.200700112
   Web of Science ®Google Scholar
• Bauersfeld, H. (1995). The structuring of the structures: Development and function of mathematizing as a social practice. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 137–158). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Blackmon, B. (2013). Social work and online education with all deliberate speed. Journal of Evidence-Based Social Work, 10(5), 509–521. doi: 10.1080/15433714.2012.663672
   PubMedGoogle Scholar
• Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., … Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009–2013. International Review of Research in Open and Distributed Learning, 16(1), 330–363. doi: 10.19173/irrodl.v16i1.1953
   Web of Science ®Google Scholar
• Bunk, J., Li, R., Smidt, E., Bidetti, C., & Malize, B. (2015). Understanding faculty attitudes about distance education: The importance of excitement and fear. Online Learning, 19(4), 132–142. doi: 10.24059/olj.v19i4.559
   Web of Science ®Google Scholar
• Cherry, S. J., & Flora, B. H. (2017). Radiography faculty engaged in online education: Perceptions of effectiveness, satisfaction, and technological self-efficacy. Radiologic Technology, 88(3), 249–262.
   PubMedGoogle Scholar
• CSWE. (2017). Online and distance education. Retrieved from https://cswe.org/Accreditation/Directory-of-Accredited-Programs/Online-and-Distance-Education
   Google Scholar
• Cummings, S. M., Chaffin, K. M., & Cockerham, C. (2015). Comparative analysis of an online and a traditional MSW program: Educational outcomes. Journal of Social Work Education, 51(1), 109–120. doi: 10.1080/10437797.2015.977170
   Web of Science ®Google Scholar
• Cummings, S. M., Foels, L., & Chaffin, K. M. (2013). Comparative analysis of distance education and classroom-based formats for a clinical social work practice course. Social Work Education, 32(1), 68–80. doi: 10.1080/02615479.2011.648179
   Google Scholar
• European Commission. (2015). Informe europeo de evaluación sobre reconocimiento de aprendizaje a distancia [European evaluation report on distance learning recognition]. [Adobe Digital Editions version]. Retrieved from http://www.sme-elearning.net/SMEELEARN20-20NACIONAL20REPORT20ESPAC391A.pdf
   Google Scholar
• European Credit Transfer and Accumulation System (ECTS). (2017). European Credit Transfer and Accumulation System (ECTS). Retrieved from http://ec.europa.eu/education/resources/european-credit-transfer-accumulation-system_en
   Google Scholar
• European Higher. (2017). The European Higher Education Area. Retrieved from http://www.ehea.info/pid34247/how-does-the-bologna-process-work.html
   Google Scholar
• European Union. (2015). Analysis of the public consultation: “Equality between women and men in the EU”. [Adobe Digital Editions version]. Retrieved from http://ec.europa.eu/justice/newsroom/gender-equality/files/public-consultation-gender-web_en.pdf. doi: 10.2838/378161
   Google Scholar
• Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. [Adobe Digital Editions version]. Luxembourg: Publications Office of the European Union. Retrieved from http://ftp.jrc.es/EURdoc/JRC83167.pdf. doi: 10.2788/52966
   Google Scholar
• Hervás Torres, M. (2016). La contribución de la educación superior a la nueva sociedad del conocimiento mediante el aprendizaje-servicio. [The contribution of higher education to the new knowledge society through service-learning]. Granada: Universidad de Granada.
   Google Scholar
• Huss, J. A., Sela, O., & Eastep, S. (2015). A case study of online instructors and their quest for greater interactivity in their courses: Overcoming the distance in distance education. Australian Journal of Teacher Education, 40(4), 72–86.
   Web of Science ®Google Scholar
• Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon report. The New Media Consortium, 1–33. Retrieved from https://files.eric.ed.gov/fulltext/ED515956.pdf
   Google Scholar
• Katz, P. M., & Council of Independent, C. (2016). High-tech or high-touch? Online learning and independent higher education. Innovations in Teaching and Learning. Research Brief 5, 1–21. Retrieved from https://files.eric.ed.gov/fulltext/ED569215.pdf
   Google Scholar
• Kilburn, B., Kilburn, A., & Davis, D. (2016). Building collegiate e-loyalty: The role of perceived value in the quality-loyalty linkage in online higher education. Contemporary Issues in Education Research, 9(3), 95–102. doi: 10.19030/cier.v9i3.9704
   Google Scholar
• Kunz, M. B., & Cheek, R. G. (2016). How AACSB-accredited business schools assure quality online education. Academy of Business Journal, 1(1), 1105–1115.
   Google Scholar
• Kurzman, P. A. (2013). The evolution of distance learning and online education. Journal of Teaching in Social Work, 33(4/5), 331–338. doi: 10.1080/08841233.2013.843346
   Google Scholar
• Longoria, D. A., & Díaz, H. L. (2014). Best practices in professional distance education: A hybrid social work distance education program in South Texas. HETS Online Journal, 2(2). Retrieved from http://hets.org/ejournal/2014/07/19/best-practices-in-professional-distance-education-a-hybrid-social-work-distance-education-program-in-south-texas/
   Google Scholar
• Madoc-Jones, I., & Parrott, L. (2005). Virtual social work education—theory and experience. Social Work Education, 24(7), 755–768. doi: 10.1080/02615470500238678
   Google Scholar
• McNamara, G., O’Hara, J., & Rousi, H. (1998). The pedagogical challenges of constructivist theory and empowerment in learning and information technology. Irish Educations Studies, 17(1), 17–38. doi: 10.1080/0332331980170105
   Google Scholar
• Miller, M., & Carawan, L. (2009). Developing a hybrid research course for rural BSW students. Contemporary Rural Social Work, 1. Retrieved from http://journal.minotstateu.edu/crsw/article/view/370
   Google Scholar
• Moore, S. E., Golder, S., Sterrett, E., Faul, A. C., Yankeelov, P., Weathers Mathis, L., & Barbee, A. P. (2015). Social work online education: A model for getting started and staying connected. Journal of Social Work Education, 51(3), 505–518. doi: 10.1080/10437797.2015.1043200
   Web of Science ®Google Scholar
• Noble, D., & Russell, A. C. (2013). Research on webbed connectivity in a web-based learning environment: Online social work education. Journal of Teaching in Social Work, 33(4/5), 496–513. doi: 10.1080/08841233.2013.829167
   Google Scholar
• Oliaro, L., & Trotter, C. (2010). A comparison of on-campus and off-campus (or distance) social work education. Australian Social Work, 63(3), 329–344. doi: 10.1080/0312407X.2010.496866
   Web of Science ®Google Scholar
• Oterholm, I. (2009). Online critical reflection in social work education. European Journal of Social Work, 12(3), 363–375. doi: 10.1080/13691450902930738
   Web of Science ®Google Scholar
• Pelech, W., Wulff, D., Perrault, E., Ayala, J., Baynton, M., Williams, M., … Shankar, J. (2013). Current challenges in social work distance education: Responses from the Elluminati. Journal of Teaching in Social Work, 33(4/5), 393–407. doi: 10.1080/08841233.2013.834863
   Google Scholar
• Phelan, J. E. (2015). The use of eLearning in social work education. Social Work, 60(3), 257–264. doi: 10.1093/sw/swv010
   PubMed Web of Science ®Google Scholar
• Phillips, T. M. (2013). Challenges and opportunities for online graduate social work education. NACSW convention Proceedings (pp. 1–6).
   Google Scholar
• Piaget, J. (1973). To understand is to invent: The future of education. New York: Grossman.
   Google Scholar
• Picciano, A. G. (2015). Planning for online education: A systems model. Online Learning, 19(5), 142–158. doi: 10.24059/olj.v19i5.548
   Web of Science ®Google Scholar
• Reamer, F. G. (2013). Distance and online social work education: Novel ethical challenges. Journal of Teaching in Social Work, 33(4/5), 369–384. doi: 10.1080/08841233.2013.828669
   Google Scholar
• Reinsmith-Jones, K., Kibbe, S., Crayton, T., & Campbell, E. (2015). Use of Second Life in social work education: Virtual world experiences and their effect on students. Journal of Social Work Education, 51(1), 90–108. doi: 10.1080/10437797.2015.977167
   Web of Science ®Google Scholar
• Revilla, M. A., Saris, W. E., & Krosnick, J. A. (2014). Choosing the number of categories in agree-disagree scales. Sociological Methods and Research, 43(1), 73–97. doi: 10.1177/0049124113509605
   Web of Science ®Google Scholar
• Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M. (2006). The impact of eLearning in medical education. Academic Medicine, 81(3), 207–212. doi: 10.1097/00001888-200603000-00002
   PubMed Web of Science ®Google Scholar
• Salaburu, P., Haug, G., & Mora, J. G. (2011). España y el proceso de Bolonia, un encuentro imprescindible. [Spain and the Bologna process, an essential meeting.]. Madrid: Academia Europa de Ciencias y Artes.
   Google Scholar
• Salajan, F. D. (2013). Policy formulation and networks of practice in European eLearning: the emergence of a European eLearning area. European Journal of Education, 48(2), 292–310. doi: 10.1111/ejed.12031
   Web of Science ®Google Scholar
• Sawrikar, P., Lenette, C., McDonald, D., & Fowler, J. (2015). Don’t silence “the dinosaurs”: Keeping caution alive with regard to social work distance education. Journal of Teaching in Social Work, 35(4), 343–364. doi: 10.1080/08841233.2015.1068262
   Web of Science ®Google Scholar
• Seirup, H. J., Tirotta, R., & Blue, E. (2016). Online education: Panacea or plateau. Journal for Leadership and Instruction, 15(1), 5–8.
   Google Scholar
• Smidt, E., McDyre, B., Bunk, J., Li, R., & Gatenby, T. (2014). Faculty attitudes about distance education. IAFOR Journal of Education, 2(2), 181–209. doi: 10.22492/ije.2.2.06
   Google Scholar
• Stone, C., O’Shea, S., May, J., Delahunty, J., & Partington, Z. (2016). Opportunity through online learning: Experiences of first-in-family students in online open-entry higher education. Australian Journal of Adult Learning, 56(2), 146–169.
   Web of Science ®Google Scholar
• Streiner, D. L. (2000). Do you see what I mean? Indices of central tendency. Canadian Journal of Psychiatry, 45, 833–836. doi: 10.1177/070674370004500908
   PubMed Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
   Google Scholar
• Torres Garrote, A. (2016). Second online institution. [Adobe Digital Editions version]. Retrieved from http://www.uoc.edu/portal/en/news/actualitat/2016/250-ranking-uoc.html
   Google Scholar
• U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. [Adobe Digital Editions version]. Washington, DC: Author.
   Google Scholar
• Universidad Internacional de La Rioja. (2017). Memoria del curso académico 2016. [Report of the 2016 academic year]. Retrieved from http://www.unir.net/
   Google Scholar
• UOC. (2017). Memoria del curso 2016. [Report of the 2016 academic year]. Retrieved from http://www.uoc.edu/portal/es/universitat/coneix/fets-xifres/index.html
   Google Scholar
• Uzunboylu, H. (2006). A review of two mainline eLearning projects in the European Union. Educational Technology Research & Development, 54(2), 201–209. doi: 10.1007/s11423-006-8255-7
   Web of Science ®Google Scholar
• Vázquez Aguado, O. (2009). El Espacio Europeo de Educación Superior y el trabajo social en España. [The European Higher Education Area and social work in Spain]. Portularia: Revista de Trabajo Social, 5(1), 239–255.
   Google Scholar
• Vázquez-Aguado, O., & Álvarez-Pérez, P. (2012). La especialización en trabajo social. Reflexiones a partir del proceso de construcción de los grados de Trabajo Social en España. [Specialization in social work. Reflections on the process of constructing educational levels in Spain]. Revista De Treball Social, 196, 28–36.
   Google Scholar
• Vernon, R., Vakalahi, H., Pierce, D., Pittman-Munke, P., & Adkins, L. (2009). Distance education programs in social work: Current and emerging trends. Journal of Social Work Education, 45(2), 263–276. doi: 10.5175/JSWE.2009.200700081
   Web of Science ®Google Scholar
• von Glasersfeld, E. (1998). Cognition, construction of knowledge, and teaching. In M. R. Matthews (Ed.), Constructivism in science education. Dordrecht: Springer. doi: 10.1007/978-94-011-5032-3_2
   Google Scholar
• Wertsch, J. V., & Toma, C. (1995). Discourse and learning in the classroom: A sociocultural approach. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 159–174). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Wladis, C., Conway, K. M., & Hachey, A. C. (2016). Assessing readiness for online education–research models for identifying students at risk. Online Learning, 20(3), 97–109. doi: 10.24059/olj.v20i3.980
   Web of Science ®Google Scholar
• Zidan, T. (2015). Teaching social work in an online environment. Journal of Human Behavior in the Social Environment, 25(3), 228–235. doi:10.1080/10911359.2014.100373 doi: 10.1080/10911359.2014.1003733
   Web of Science ®Google Scholar