Education and ICT (e-learning)

Responsive Teaching and Learning Processes and Outcomes in Online Education

This research area investigates the various teaching and learning processes that take place in online environments as well as their effects on learner outcomes. Research issues such as how to tailor and fine-tune online teaching to learners’ needs, how learners culturally appropriate knowledge, and the effects of instruction on learners’ performance. Interaction and communication in formal and informal learning scenarios would be the core mechanisms for analysis throughout all kinds of ICT technologies. The results of the teaching and learning processes will search for adaptable decisions and actions that make these processes reliable. The three main areas of research are (but not limited): 1) instructional design of online tasks, materials and tools, 2) e-assessment methods and the provision of effective feedback 3) learning support and efficient student patterns and profiles.

Thesis proposals

Researchers

Research group

Assessment and feedback in online learning environments

This research line focuses on:

- Characteristics and nature of feedback and its impact on students’ learning.
- Peer feedback and students learning.
- Feedback and collaborative learning.
- Feedback and learner engagement in online environments.
- The use of different channels to give feedback (audio, video, written): strategies and conditions to improve dialogue for learning.
- Design of formative assessment and the role of feedback.
- Feedback and feedforward and its implementation.
- Academic writing as a learning tool in online learning environments and scaffolding supports such as feedback.
- Formative assessment, feedback and teacher workload.
- Feedback and self-regulation of learning; feedback and socially shared regulation.
- Feedback and assessment in MOOCs (massive open online courses).
- Assessment and feedback on quality processes at institutional level.

Dra. Anna Espasa, coordinator

Dra. Teresa Guasch
coordinator

Dra. Rosa Mayordomo 

Ed –Online Research Group 

Design of an integrated model of cognitive e-assessment based on emotional-affective aspects

The main objective of this research line is, on the one hand, to investigate the development of new ways to provide cognitive and emotional assessment in a variety of learning situations based on the analysis of emotional data from different input channels (facial expression, voice, text input, events, self-reporting, etc.) and taking advantage of both traditional (ie mouse, keyboard, web camera, etc.) and new devices (ie smart phones, tablets, etc.). On the other hand, it investigates the development of effective feedback strategies with sufficient positive impact on both the learner's cognitive performance and emotional regulation. Moreover, it highlights the mining of new pedagogical strategies to address the presence of emotions in learning, which will facilitate motivation, engagement and learning itself. Cognitive-affective assessment, emotional awareness and affective feedback will ultimately offer an adequate framework for exploring the relationship between emotional awareness and student cognitive performance and provide personalization for and adaptation to the learner's needs.

Dr. Atanasi Daradoumis 

 

Life skills development through learner support 

A critical aspect of any effective retention and attrition reduction programme in online learning is an efficient learner support strategy. This research area aims to develop an educational framework and corresponding mechanisms for online and distance learning within the context of education for sustainable development (ESD) and global citizenship education (GCE). The framework proposed is inspired in the idea that nowadays students should not only reach excellence in literacy and numeracy, but also should be educated to succeed in work, life and citizenship (21st-century education). Thus, the final objective is to encourage changes in students' behaviours and lifestyles that allow for a more sustainable and just society for all.

The main research issues include but are not limited to the following areas: 1) operationalization of non-educational frameworks that promote ESD and GCE for online learning environments; 2) creation of educational quality indices to measure human development in online education; 3) learner support strategies in life skills education as a bridge to human capabilities; and 4) the impact of culture on the development of human capabilities in online education.

Dra. Elena Barber  

Dr. Armando Corts

Dr. Margarida Romero
e-DUS Research Group

Media competency and Waldorf education

Based on a study that examines the way Waldorf education can contribute crucial perspectives for the evolution of a development-oriented media education (http://www.ecswe.net/reader-struwwelpeter-2-0-media-competency-and-waldorf-education), this research topic aims to explore in depth from both a pedagogical and empirical point of view the research questions that have arisen: What does this mean for daily teaching practice? What is the relationship between the new challenges and proven Waldorf traditions? From what age should we deal specifically and consciously with electronic media? How can they be used meaningfully and creatively in lessons? What skills are important in the use of media and at what point does it makes sense to learn to handle certain skills with children in the various fields of media competency? The aim of this research would be to investigate these (and other) research questions in Waldorf schools in one or two specific countries and possibly provide a comparative study with other Waldorf schools or other types of education experiences worldwide. 

Dr. Atanasi Daradoumis   

Research in techonology-enhanced language learning

This research line focuses on second language teaching and learning in blended and virtual environments using innovative teaching methodologies. Research topics include, but are not limited to:

  • Computer-mediated communication
  • Computer-assisted language learning and teaching
  • Telecollaboration and interaction
  • Learning design, including OER and MOOCs
  • Individual differences in second language learning
  • Teacher training focused on online and blended environments

 

Dra. Christine Appel

Dra. Gisela Graena 

Dra. Laia Canals

RETELL Research Group

Second language acquisition outcomes in computer-assisted language learning environments

There are increasingly more technologies that support computer-assisted language learning. While these are necessary developments, there is a need for technological options that go hand-in-hand with pedagogical and psycholinguistic considerations. This line of research investigates the effectiveness of different pedagogical interventions on L2 learning in computer-assisted language environments. For example, task design, types of corrective feedback, and instructional methods. The ultimate goal is to identify those variables that have the greatest impacts on L2 learning in computer-assisted language learning environments.

Dra. Gisela Graena 

 

Student-centred learning design and co-design

This research line is devoted to the study of the processes, methodologies and tools for designing and co-designing learning scenarios and experiences in a broad sense. The objects of study are learner-centred and are therefore aimed at responding to learners’ needs and interests, while at the same time gradually granting learners control of their own learning.

 

Dra. Iolanda Garcia  

Teachers training in online learning environments and its impact on learning

This thesis proposal includes:
- Assessment for learning
- Relationships between  teacher’s training and changes in performance
- Teaching skills in online environments
- Relationship among  teaching presence, social presence, cognitive and metacognitive presence in online environments

Dra. Anna Espasa
coordinator

Dra. Teresa Guasch
coordinator

Dra. Rosa Mayordomo 

Ed –Online Research Group 

Using learning analytics to redefine the role of tutors and learners for effective feedback and assessment

This research line uses data analysis to find and analyse indicators in order to measure the relation between the student's academic achievement and, for instance, the tutor's use of educational interactive (online) tools. We also analyse the influence of the educational personal feedback in the learning process and the relevance, for instance, of the emotional factors in this process. This research line has a special interest in analysing the relation between the students profile with the dropout in online courses related with the educational tutors feedback process. 

Dra. Teresa Sancho, coordinadora 

Dr. Josep M. Duart 

Dr. Juli Minguilln 

LAIKA Research Group