E-learning has been continuously present in current educational discourse, thanks to technological advances, learning methodologies and public or organizational policies, among other factors. However, despite its boom and dominance in various subject areas, this thematic does not yet exist in the world system of publications. Therefore, works in this thematic end up being published under related categories, particularly Education or categories within subject area Computer Science, thus fragmenting and make invisible the existing knowledge. This work is based on the hypothesis that the scientific communication of e-learning has a sufficient degree of cohesion to be considered as a thematic category in itself. From a bibliometric approach, its scientific production was analyzed, obtaining the bibliographic data of SCOPUS and SCImago, selecting its main descriptors and generating visualizations through VOSViewer with the mapping overlay technique, to represent its set and proximity. As a result, it was determined that a set of 219 publications show a high bibliometric interrelation among its articles and these are presented transversely between the social sciences, computer science and health. This set serves as a channel of scientific communication and structure of knowledge on the thematic and can therefore be considered as the basis for establishing the "e-learning" thematic category in the world system of scientific publications, contributing to the consolidation of the discipline, to its access and development by researchers.

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Recebido el 6/11/2015, re-presentado el 21/10/2016 y aceptado para su publicación el 23/1/2017 ResumenPretendemos conocer la experiencia del alumnado del Máster en Gestión de la Documentación, Bibliotecas y Archivos de la Universidad Complutense de Madrid en el aprendizaje de la metodología de la investigación. Las áreas exploradas incluyen la percepción del trabajo colaborativo, el papel de las emociones, las implicaciones de las competencias investigativas a nivel profesional, y finalmente el rol del tutor del Trabajo de Fin de Máster. Se realiza una encuesta en la que han participado 26 alumnos de máster inscritos en los cursos 2014-2015 y 2013-2014, tanto en la modalidad virtual como presencial. Los resultados apuntan a la necesidad de equilibrar el trabajo colaborativo con el seguimiento individual del alumno. Ponen de relieve asimismo que un entramado importante de emociones es consustancial a la experiencia de aprendizaje y que la mayoría de éstas son positivas. Es más difícil apreciar las implicaciones de las competencias investigativas para la esfera profesional debido al desconocimiento de los contextos profesionales concretos de los alumnos. Las actividades que los alumnos consideran como más creativas para la investigación suponen la discusión del trabajo propio (tutorías con el tutor) o del trabajo de otros estudiantes (asistencia a defensas de Trabajo de Fin de Máster). Finalmente, la figura del tutor se destaca en cuanto a su importancia en el aprendizaje de la metodología, siendo especialmente relevante su área de investigación.Palabras clave: Emociones. Enseñanza superior. Metodología de la investigación. Tutor. Abstract The aim of this paper is to understand students' experience of research methodology teaching, through a survey with students enrolled in the Master' s Degree Program in Information Management, Libraries and Archives at the Complutense University of Madrid. The analyzed themes included the students' perception of collaborative work, influence of emotions, implications of research competenciesat the professional level, and the role of supervisors. Twenty-six master' s students, both online and on-site, were surveyed among those enrolled in the academic years -2015 and 2013

The mapping overlay technique described in the scientific literature to analyze scientific domains must be complemented with procedures to identify and analyze the research fronts included in the cognitive structure of the represented domain. One possibility is the use of wordcloud maps to visually represent the cognitive structure of a discipline in any thematic domain, taking advantage of its capacity for abstraction and impact on the audience to stimulate new research processes. The case described in this chapter proposes an analysis of an emerging scientific discipline by using this combination of techniques (superposition and wordcloud) to explore its possibilities and limitations.

EU policies for digital inclusion outline strategies and action plans based around the implementation of a digitally inclusive society in its member countries. The governing principles of these policies are based on the concept of a knowledge society for everyone, with no place for digital divides that might threaten cohesion and prosperity in Europe and, as such, these policies must encourage greater use of the Internet, increase broadband coverage, promote digital literacy and uphold the Web Content Accessibility Guidelines. In 2010, the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Regions Committee, publishes the Digital Agenda for Europe, (2010). A key document that outlines the European policy for ICTs and establishes the priorities of the EU in this area until 2020. The purpose of the Agenda is to outline a space that allows maximization of the economic and social potential of ICTs and specifically Internet as an essential support of society.

PurposeThis study aimed to examine the similarities and differences between the ability to analyze the environment and exploit new knowledge (absorptive capacity) and the skills to generate value from innovation (appropriation). These fields have similar origins and are sometimes confused by practitioners and academics.Design/methodology/approachA review was conducted based on a full-text analysis of 681 and 431 papers on appropriation and absorptive capacity, respectively, from Scopus, Science Direct and Lens, using methodologies such as text mining, backward citation analysis, modularity clustering and latent Dirichlet allocation analysis.FindingsIn business disciplines, the fields are considered different; however, in other disciplines, it was found that some authors defined them quite similarly. The citation analysis results showed that appropriation was more relevant to absorptive capacity, or vice versa. From the dimension perspective, it was found that although appropriation was considered a relevant element for absorptive capacity, the last models did not include it. Finally, it was found that studies on both topics identified the importance of appropriation and absorptive capacity for innovation performance, knowledge management and technology transfer.Originality/valueThis is one of the first studies to examine in-depth the relationship between appropriation and absorptive capacity, bridging a gap in both fields.

EU policies for digital inclusion outline strategies and action plans based around the implementation of a digitally inclusive society in its member countries. The governing principles of these policies are based on the concept of a knowledge society for everyone, with no place for digital divides that might threaten cohesion and prosperity in Europe and, as such, these policies must encourage greater use of the Internet, increase broadband coverage, promote digital literacy and uphold the Web Content Accessibility Guidelines. In 2010, the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Regions Committee, publishes the Digital Agenda for Europe, (2010). A key document that outlines the European policy for ICTs and establishes the priorities of the EU in this area until 2020. The purpose of the Agenda is to outline a space that allows maximization of the economic and social potential of ICTs and specifically Internet as an essential support of society.