| Blended learning: Deficits and prospects in higher education LC Medina Australasian Journal of Educational Technology 34 (1), 2018 | 340 | 2018 |
| Boosting vocabulary learning through self-assessment in an English language teaching context A Duque Micán, L Cuesta Medina Assessment & evaluation in higher education 42 (3), 398-414, 2017 | 96 | 2017 |
| CLIL for young learners CE Anderson, JS McDougald, L Cuesta Medina Children learning English: From research to practice, 137-151, 2015 | 74 | 2015 |
| The design and development of online course materials: Some features and recommendations L Cuesta Profile Issues in TeachersProfessional Development 12 (1), 181-201, 2010 | 74 | 2010 |
| Cyberbullying: Tackling the silent enemy L Cuesta Medina, C Hennig Manzuoli, LA Duque, S Malfasi International Journal of Inclusive Education 24 (9), 936-947, 2020 | 46 | 2020 |
| Short story student-writers: active roles in writingthrough the use of e-portfolio dossier L Cuesta, S Rincón Colombian Applied Linguistics Journal 12 (1), 99-114, 2010 | 33 | 2010 |
| Situated practice in CLIL: Voices from Colombian teachers. JC Torres-Rincón, LM Cuesta-Medina GiST Education and Learning Research Journal 18, 109-141, 2019 | 26 | 2019 |
| Graphic Organizers Support Young L2 Writers' Argumentative Skills. CA Mora-González, CE Anderson, L Cuesta-Medina GiST Education and Learning Research Journal 17, 6-33, 2018 | 24 | 2018 |
| Cyberbullying, detección y factores de análisis: Un estudio comparativo C HENNIG, LM CUESTA, FA FERNÁNDEZ, M DORIVAL Revista espacios 40 (02), 2019 | 19 | 2019 |
| Beliefs and practices concerning academic writing among postgraduate language-teacher trainees CE Anderson, L Cuesta-Medina Íkala, Revista de Lenguaje y Cultura 24 (1), 29-49, 2019 | 16 | 2019 |
| Designing for online interaction: Scaffolded and collaborative interventions in a graduate-level blended course C Álvarez, L Cuesta The EUROCALL Review 20 (1), 11-18, 2012 | 15 | 2012 |
| Guía de práctica clínica sobre trastornos de la conducta alimentaria F Arrufat, G Badia, D Benítez, L Cuesta, L Duño, MD Estrada, ... Barcelona: Agencia d'Avaluacio de Tecnologia i Recerca Mediques, 2009 | 15 | 2009 |
| Self-regulation and language teacher training in Colombia L Cuesta Medina, CE Anderson, JS McDougald Initial English language teacher education: International perspectives on …, 2017 | 14 | 2017 |
| The role of scaffolding in fostering self-regulation in English language blended learning environments L CUESTA MEDINA The role of scaffolding in fostering self-regulation in english language …, 2014 | 10 | 2014 |
| Situated Practice in CLIL: Voices from Colombian Teachers. GiST Education and Learning Research Journal, 18, 109–141 JC Torres-Rincon, LM Cuesta-Medina | 8 | 2019 |
| Determining Factors for Cyberbullying Prevention Programmes. CH Manzuoli, LC Medina International Education Studies 10 (12), 52-60, 2017 | 7 | 2017 |
| Fostering collaboration in CALL: Benefits and challenges of using virtual language resource centres LC Medina, CP Alvarez CALL design: Principles and practice, 52-58, 2014 | 7 | 2014 |
| Beyond the endorsement of reflection in language teaching and learning L Cuesta Medina, CP Alvarez Ayure, A Cadena Aguilar, ... Colombian Applied Linguistics Journal 21 (1), 49-70, 2019 | 6 | 2019 |
| Self-regulated learning: A response to language-teacher education in Colombia L Cuesta Medina, CE Anderson, JS McDougald Investigación-research-recherche... en lenguas extranjeras, 87-116, 2017 | 5 | 2017 |
| The effects of self-monitoring and self-reflection in a1 adult learners in an English blended learning environment DK Sánchez Luján Universidad de la Sabana, 2012 | 5 | 2012 |
Carl Edlund AndersonProfessor (Signum University)Adresse e-mail validée de signumu.org