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.
Keywords:
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Thesis Proposals |
Researchers |
Research group |
Keywords |
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Characteristics and nature of feedback and its impact on students' learning
This research line explores the following topics, with a focus on online learning environments or technology-enhanced learning:
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Dr Rosa Mayordomo
Dr Teresa Guasch
Dr Anna Espasa |
feedback for learning, assessment for learning; technology enhanced-learning | |
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Feedback Strategies to Improve Learning
This proposal focuses on studying feedback strategies and practices to strengthen self-regulated learning and the development of evaluative judgement, particularly within the framework of competency-based assessment, in both schools and higher education institutions. Approaches such as peer assessment, multimodal feedback and learning analytics are analysed along with their application in hybrid, digital and in-person environments. Attention is paid to how pedagogical and technological conditions affect the quality of feedback. This proposal is relevant in the context of secondary and higher education, especially with regard to the study of online teaching processes, teacher training and the development of metacognitive skills.
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(Coordination)
mfernandezferrer@uoc.edu
llluchm@uoc.edu
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GREDU | feedback, autoregulació, avaluació formativa, competències, analítiques d’aprenentatge |
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Online Peer Assessment in Mathematics Education
This research focuses on adapting and applying peer assessment processes to online or blended mathematics learning environments. It will explore the design of subject-specific rubrics, the quality of peer feedback, and its impact on students' self-regulation and learning. Additional aspects such as reliability, student perceptions and teacher training needs for implementing technology-supported peer assessment will also be analysed
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Dr Marc Guinjoan Francisco
mguinjoanf@uoc.edu
tsancho@uoc.edu
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LAIKA | peer assessment, feedback, rubrics |
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Technology-enhanced second language teaching and learning
There are increasingly more technologies that support computer-assisted language learning. While these are necessary developments, there is a need for technological options to go hand-in-hand with pedagogical and psycholinguistic considerations. This line of research investigates second language teaching and learning in blended and virtual environments and the effectiveness of different pedagogical interventions on L2 learning.
Research topics include, but are not limited to:
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Dr Laia Canals
Dr Gisela Grañena
llopn@uoc.edu
arossoh@uoc.edu
pfernandezmi@uoc.edu
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technology-mediated second language learning and teaching; instructed language acquisition; individual learner differences; artificial intelligence; feedback
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Second language learning and online communication
PhD Research proposals are welcome in any of the following topics:
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Dr Christine Appel |
realTIC-UOC |
online communicatio; tandem language-learning; language learning design
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Analysing and improving students’ success: Expectations, experience, and satisfaction with online learning at the UOC
This research line focuses on studying undergraduate and postgraduate students’ experiences with online learning in a fully online higher education institution such as the UOC. Drawing on the team’s expertise in designing and assessing educational innovations, the research carried out by the PhD students will contribute to a better understanding of the learners’ expectations, how they manage and engage with the online learning at our university, how the intersection between their expectations and experience influences their satisfaction and, in the end, how it affects their determination to achieve their educational goals. Candidates should be fluent in Catalan or Spanish to be able to carry on the fieldwork and analyse their data, developing a qualitative, quantitative or mixed methods approach.
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jmenesesn@uoc.edu
sfabreguesf@uoc.edu
aangulob@uoc.edu
jreyesrey@uoc.edu
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MISS (Julio Meneses, Ariadna Angulo i José Israel Reyes)
NUTRALiSS (Sergi Fàbregas)
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students’ success; students’ experience; online learning |
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Learners' identity, agency and learning engagement in blended and online environments
This research proposal is focused on analysing students' learning engagement in relation to their identity and agency development as learners in online and blended environments. We conceive agency and identity as dynamic and socioculturally mediated dispositions through which students build their learning pathways across different environments.
We propose dialogical and reflective learning approaches, including student participation in learning co-design via digital technologies, as means of encouraging students' learning engagement, as well as their identity and agency development by gradually taking control and direction of their own learning.
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Dr Iolanda García González |
MISS |
student identity and agency; learning engagement; learning design and codesign
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Personalization of Learning
The proposed research line aims to advance the personalization of learning based on learners' individual characteristics, needs and contexts. It explores how technology – particularly artificial intelligence – can support adaptive, inclusive and effective educational experiences.
Key research directions include:
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mmartinezarg@uoc.edu
afitob@uoc.edu
cpagesserra@uoc.edu
cplag@uoc.edu
eserradell@uoc.edu
rferreras@uoc.edu
mpujoljo@uoc.edu
Dr Jordi Sales-Zaguirre
jsales@uoc.edu
Dr David Roman Coy
droman@eada.edu
ajony@uoc.edu
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learning personalisation, artificial intelligence; skills development
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Integrating insights from educational neuroscience, socio-emotional learning and imaginative pedagogies as well as news technologies, such as machine learning, big data or affective chatbots, to support new ways of teaching and learning
This research will investigate the following large-scale research topics (which can be independent PhD topics):
1. The inclusion of psico-pedagogic mechanisms in learning digital resources, basically based on educational regulation and metacognition, mediated by AI to improve the quality of teaching and learning process.
2. The relationship of educational neuroscience with socio-emotional learning, especially emotional intelligence.
3. The relationship of virtual or human teacher cognitive and affective feedback with neurotransmitters and students’ motivation and attention.
4. The development of an intelligent and affective-aware CSCL environment that orchestrates students' interactions and engagement in an effective manner, taking into consideration different affective states.
5. The analysis and interpretation of the relationship between emotion awareness and educational neuroscience, identifying what neurotransmitters have a strong relationship with the emotions that students experience during their online learning processes (conversations, debates, wikis) in context.
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martaarg@uoc.edu
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Edul@b |
educational neuroscience, socio-emocional learning, metacognition and AI
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Use of GenAI in Pre-service Teacher Education for Primary and Secondary Teachers
This research line focuses on the educational potential and pedagogical implications of generative artificial intelligence (GenAI) within initial teacher training (ITT) programmes for primary and secondary education teachers.
It investigates how GenAI-based tools can be integrated into the teacher preparation curriculum to equip future educators with the necessary skills to use GenAI effectively, ethically and critically in their classrooms.
The research aims to contribute to a deeper understanding of how initial teacher education (ITE) can be reformed to integrate GenAI responsibly. The goal is to ensure that future primary and secondary teachers are not only users of this technology but also critical, ethical and pedagogically informed designers of AI-enhanced learning experiences.
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(Coordinator)
lbecerril@uoc.edu
tbadia@uoc.edu
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Investigadors independents
SINTE (UAB)
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Generative Artificial Intelligence (GenAI); Pre-service teachers; Primary and Secondary education; Initial teacher training (ITT) |
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Teacher Professional Development in the Digital Era
Development of competency frameworks, strategies and actions for teaching, especially hybrid and online, that help with professional teaching updating in emerging and future educational scenarios (teaching focus).
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mguitert@uoc.edu
jduart@uoc.edu
ncabrera@uoc.edu
lguardia@uoc.edu
mmaina@uoc.edu
mromerocar@uoc.edu
tromeu@uoc.edu
asangra@uoc.edu
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Edul@b |
competency frameworks; teacher professional development; future educational scenarios
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