Junts millor. Doctor en Societat de la Informació i el Coneixement (Universitat Oberta de Catalunya) i llicenciat en Psicologia (Universidad de Oviedo), on vaig començar la meva experiència investigadora, soc professor de metodologia de la investigació als Estudis de Psicologia i Ciències de l'Educació de la Universitat Oberta de Catalunya, membre de la seva Unitat d'Igualtat i investigador del grup de recerca GENTIC (Gender & ICT) de l'Internet Interdisciplinary Institute.

He participat en projectes de recerca finançats per la Generalitat de Catalunya, el Ministerio de Educación, la Unió Europea, la Fundació Jaume Bofill, la Fundación Telefónica, la Fundación BBVA, l'Observatori Català de la Joventut, la Fundação Calouste Gulbenkian, l'Institut d'Infància i Món Urbà, i l'Institut Català de les Dones. A les estones lliures també he estat avaluador de la Association of Internet Researchers (AoIR), la Czech Science Foundation i les revistes científiques Infancia y Aprendizaje, Educar, Cultura y Educación, The Information Society, Equity Excellence in Education, Computers Education, Educational Studies, The International Review of Research in Open and Distributed Learning, i the International Journal of Educational Technology in Higher Education.

L'any 2015 vaig defensar la meva tesi doctoral per compendi de publicacions sobre la incorporació d'internet per al desenvolupament comunitari al sistema educatiu de Catalunya. Actualment treballo en diverses recerques basades en l'administració de qüestionaris com a responsable de la metodologia.

Publicacions recents

Martínez, Roger, Julio Meneses, and Sergi Fàbregues. "Pràctiques juvenils en oci i cultura: Transformacions i continuïtats." In Enquesta a la joventut de Catalunya 2017. Barcelona: Generalitat de Catalunya, In Press.
Casado, Carlos, Teresa Sancho, and Julio Meneses. "La enseñanza de la programación en primaria y secundaria: Una visión social." In XXIV Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI 2018). Barcelona, In Press. Abstract

Poco a poco la enseñanza de la programación se va abriendo un hueco en las aulas de primaria y secundaria de todo el mundo. En España, las comunidades de Madrid, Navarra y Cataluña ya la incluyen en su currículo, las dos primeras en secundaria y la última en primaria. Habitualmente se defiende la enseñanza de la programación desde dos puntos de vista: por una parte algunos autores defienden el aprendizaje de la programación como una manera de desarrollar habilidades como el pensamiento computacional. En otros casos, se plantea como una herramienta de ayuda para el aprendizaje de diferentes asignaturas. En este artículo presentamos la importancia de la enseñanza de la programación como herramienta que permite mejorar tres aspectos diferentes: La reducción de las diferencias sociales, las diferencias de género asociadas a la profesión de informática y las ventajas derivadas de la aproximación al pensamiento computacional.

Fàbregues, Sergi, Marie-Hélène Paré, and Julio Meneses. "Operationalizing and conceptualizing quality in Mixed Methods Research: A multiple case study of the disciplines of Education, Nursing, Psychology, and Sociology." Journal of Mixed Methods Research (2018). AbstractWebsite

The purpose of this qualitative multiple case study was to describe and compare how researchers in the education, nursing, psychology, and sociology disciplines operationalize and conceptualize the quality of mixed methods research (MMR). An international sample of 44 MMR researchers representing these four disciplines were interviewed by Skype and telephone. The study findings point to: (a) two perspectives from which the quality of MMR is understood, one contingent and flexible and the other universal and fixed; (b) a link between these two perspectives and the participant’s own discipline; and (c) an equal prevalence of the criteria most mentioned by the participants across disciplines. Implications of the findings for the field of MMR are discussed.

Rodríguez-Gómez, David, Diego Castro, and Julio Meneses. "Inadequate use of ICTs in personal and school settings among young people." (Submitted). Abstract

Studies on the use of ICTs in education are usually focusing on ICTs contribution to training processes. However, there are few researches concentrated on the inappropriate use of ICTs among young people in the school context, and most of them approach the problem from a psychopathological perspective. The purpose of this paper, in contrast, is to analyse the inadequate use of ICTs by young people in secondary education. The methodology involved applying a questionnaire to a sample of 1052 young people between 12 and 18 years old. The study starts with a univariate and bivariate descriptive analysis. Then, three Poisson regression models are developed to evaluate the contribution of several independent variables to the three types of inappropriate uses identified for personal relationships, learning processes and classroom relationships. Results show a relationship between inappropriate ICTs use in personal and school settings, with older young people who use smartphones the most likely to engage in this type of behaviour. The use of mobile technology largely explains the inadequate behaviour in the use of ICT in personal and school context among young people, which justifies the need to promote actions contributing to a more responsible use of this type of technology in all areas of their personal, school and social life.

Badia, Antoni, Consuelo García, and Julio Meneses. "Factors influencing teachers’ emotions in response to the experience of teaching online in a virtual university." (Submitted). Abstract

The aim of this research is to understand the emotions associated with the experience of teaching online in a virtual university and the factors that influence these emotions. Nine hundred sixty-five (965) online teachers belonging to the Open University of Catalonia (www.uoc.edu) were surveyed. Three emotions in regard to teaching online were identified: satisfaction, relief and friendliness. Multiple regression analyses were used to make inferential judgments and test the effects of individual teacher variables. Findings suggest that the Satisfaction with teaching online is associated with the Instructional Design and Learning Support Roles and with the Knowledge Building Approach; the Relief with teaching online is inversely related to the Content Acquisition Approach and Friendliness of teaching online is related to variables as academic background and online teaching dedication, as well as the Knowledge Building Approach. Practical implications of these results are discussed.