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The practice of phubbing has become an emerging phenomenon of worldwide interest to researchers. The cause is due to the fact that smartphones are ubiquitous and are often used in co-present interactions. This behavior is generally considered inappropriate and is called "phubbing". Phubbing, as described by Chotpitayasunondh and Douglas ( 2018), is the act of snubbing someone in a social setting by looking at one's phone instead of paying attention to the other person. The aim of this article is to provide an overview of research studies on phubbing through a review of the current literature. To do this, a search was carried out in an international database, finding 84 relevant articles in English that appeared in peer-reviewed journals published between 2012, the year in which the term 'phubbing' appears, and January 2020. The review covers the main fields of research studies on phubbing behaviors. Likewise, the results of the study show the distribution of published articles on phubbing by year that detail the type of study and the methodological approach and, finally, the research journals that have published articles on phubbing. The results of this review are expected to stimulate and guide future research in this field.

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Formative models related to the theory of connectivism are increasingly flexible, open and participatory. Under this trend, ideas such as virtual teaching communities (VCT) or Open Educational Resources (OER) have been Widespread, which lead us to talk about online educational opportunities. Accordingly, this work seeks and analyzes the uses and potentialities of educational resources of free access in a VCT, while examining the meaning that members of that community give to the OER. In addition, a qualitative research procedure endorsed the development and validation of data-collection instruments, such as an interview and an indicator guide to analyze and evaluate the OER shared in a VCT, through participant observation, which is characterized by exchange processes and collaborative work among teachers. Among the main findings, it is observed that virtual communities have a greater presence in teacher training, where the impulse and expansion of OER is verified. These facts highlight the importance of the research field of flexible and open education with technology and particularly, the potential use of VCT, where OER have a special relevance in teacher training.

This work presents the analysis of a proposal designed in the field of initial teacher training, the aim of which is to promote the presence of schools in a university context. With the objective of enabling students to experience practical and reflective learning, we have designed a process of interuniversity collaboration focused on horizontally developing interaction and the generation of knowledge. The deconstruction of the process, based on a narrative approach, has allowed us to open a space to reflect on the actions that encourage participation and exchange between undergraduate students from different universities and promote links with schools. The results show the transformations of the protagonists of the experience and of those who participated indirectly, redefining personal stories in the context of collaborative work and the improvement of our professional development. It also shows the implications of an interuniversity project, recounting the richness inherent in the mixture of geographical and cultural contexts involved. The dilemmas and critical incidents allow us to guide the introduction of improvements in the next cycle of collaboration.