Pubblicazioni recenti apparse su riviste internazionali

1. Impedovo, M.A., Ritella, G., & Ligorio, M. B. (2013). Developing Codebooks as a New Tool to Analyze Students' ePortfolios, International Journal of ePortfolio, Vol 3, 2, 161-176
2. Ligorio, M. B., Loperfido, F. F., & Sansone, N. (2013). Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course. ijcscl 8 (3), pp. 351-367
3. Ligorio, M.B., & Loperfido, F. F. (2014). El modelo PCC: participacion constructiva y colaborativa online.
Hachetetepè. Apprender en la nube. v. 9, 41-54 – ISNN 2172-7919
4. Loperfido, F.F., Sansone N., Ligorio, M.B., & Fujita, N. (2014). Understanding I/We positions in a blended university course: Polyphony and chronotopes as dialogical features. QWERTY, vol. 9, p. 51-66
5. Ritella, G., Ligorio, M.B., & Hakkarainen, K. (2015). The role of context in a collaborative problem-solving task during professional development. Technology, Pedagogy and Education;
6. Sansone, N., & Ligorio, M. B. (2015). A protocol for multidimensional assessment in university online courses. Research on Education and Media. Vol. 7, 1, ISSN (Online) DOI 10.1515/rem-2015-0009
7. Impedovo, M. A., & Ligorio, M. B. (2016). Participating in an international master’s programme: impact on agency for African in-service teachers. Professional Development in Education.
8. Legrottaglie, S. & Ligorio, M. B. (2016). The temporal dimension as a dialogical resource for teachers’ professional development and fulfilment. Teacher development. An international journal of teachers’ professional development. DOI: 10.1080/13664530.2016.1190783
9. Sansone, N., Ligorio, M. B., & Buglass, S. (2016). Peer e-tutoring: Effects on students’ participation and interaction style in online course. Innovations in Education and Teaching International. Vol 55, 1, pp. 13-22 DOI: 10.1080/14703297.2016.1190296.
10. Ritella, G., Ligorio, M.B., & Hakkarainen, K. (2016). Theorizing space-time relations in education: the concept of chronotope. Frontline Learning Research, Vol 4, n. 4, 48-55.
11. Ligorio, M.B., Schwartz, N. H., D'Aprile, G.,& Philhour, D. (2017). Children's representations of learning through drawings. Learning, Culture and Social Interaction. 12, 133–148.
12. Beraldo, R. M. F., Ligorio, M. B., & Barbato, S. (2017). Intersubjectivity in primary and secondary education: a review study. Research Papers in Education.
13. Ligorio, M.B., Impedovo, M. A., & Arcidiacono, F. (2017). Agency online: Trends in a university learning course. Technology, Pedagogy and Education. 26(5), 529-543.
14. Amenduni, F. & Ligorio, M.B. (2017). Becoming at the borders: the role of positioning in boundary-crossing between university and workplaces. Cultural-Historical Psychology. Vol. 13, no. 1, pp. 89-104 - doi: 10.17759/chp.2017130109
15. Ligorio, M. B.; Barzanò, G. (2018). “Food for thought”: blogging about food as dialogical strategy for self-disclosure and otherness. Learning, Culture and Social interaction;
16. Impedovo, M.A.; Ligorio, M.B.; McLay, K.F. (2018). The “friend of zone of proximal development” role: Empowering ePortfolios as boundary objects from student to‐work I‐position transaction. Journal of Assisted Computer Learning - Vol. 34, Issue 6, pp 753-761
17. Migliorato, R., Allegro, S., Fiorilli, C., Buonomo, I., & Ligorio, M. B. (2018). Sexting: Uno studio esplorativo su adolescenti italiani. Qwerty, Vol. 13, n. 2, 66-82
18. Mazza, S., Ligorio, M.B., Cacciamani, S. (2018). Orchestrazione strumentale per l’inserimento di “Aule Virtuali” a scuola. Qwerty, Vol. 13, n. 2, 49-65
19. Aprile, G., Ligorio, M. B., & Ulloa Severino, A. (2019). How Serious Games for Health Enhance Empowerment Related Patient Education: The Impact of Gender. Technology Knowledge and Learning. Vol. 62, 22,
20. Ritella, G., Ligorio, M.B., & Hakkarainen, K. (2019). Interconnections between the discursive framing of space-time and the interpretation of a collaborative task. Learning, Culture and Social Interaction.
21. Ritella, G. & Ligorio, M. B. (2019). Dialogical approaches to learning: from theory to practice and back. Learning, Culture and Social Interaction.
22. Sansone, N., Cesareni, D., Ligorio, M.B., Bortolotti, I., Buglass, S.L. (2020). Developing knowledge work skills in a university course. Research Papers in Education, Vol. 35, n. 1, pp. 23-42
23. Karlgren, K., Paavola, S., Ligorio, M.B. (2020). Introduction: what are knowledge work practices in education? How can we study and promote them? Research Papers in Education, Vol. 35, n. 1, pp. 1-
24. Ritella, G., Di Maso, R., McLay, K., Annese, S., Ligorio, M.B. (2020). Remembering, Reflecting, Reframing: Examining Students’ Long-Term Perceptions of an Innovative Model for University Teaching. Frontiers in Psychology, 11, 565
25. Barzanò, G., Cutello, G., Lissoni, M., Pecorelli, C., Quarta, R., Regazzini, C., Zacchilli, E., Ligorio, M.B., (2020). When the place matters: moving the classroom into a museum to re-design a public space. Frontiers in Psychology, doi: 10.3389/fpsyg.2020.00943
26. Amenduni, F., Annese, S. Candido, V., McLay, K., & Ligorio, M. B. (2021). Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors. Educ. Sci., 11(8), 415;
27. Beraldo, R., Annese, S., Schwartz, N., & Ligorio, M. B. (2021). Building intersubjectivity in blended problem-solving tasks. Learning, Culture and Social Interaction, 31, 100545.
28. Musso, P., Ligorio, M. B., Ibe, E., Annese, S., Semeraro, C., & Cassibba, R. (2022). STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents. Frontiers in Psychology, 13.
29. Cacciamani, S., Cesareni, D., Fiorilli, C., & Ligorio, M. B. (2022). Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences. Education Sciences, 12(7), 493.
30. Ritella, G., Loperfido, F. F., De Giglio, G., Scurani, A., & Ligorio, M. B. (2022). Adopting educational robotics and coding to open dialogic spaces in lower secondary education. Dialogic Pedagogy: An International Online Journal, 10, DT41-DT58.
31. Cacciamani, S., Cesareni, D., Buglass, S. L., & Ligorio, M. B. (2022). The acceptance of distance education by Italian university teachers during the Covid-19 lockdown. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 17(1), 11-27.

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pubblicato il 21/07/2017 ultima modifica 30/07/2022