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 agregat de metodologia de la investigació als Estudis de Psicologia i Ciències de l'Educació i investigador del grup de recerca GenTIC (Gender & ICT) de l'Internet Interdisciplinary Institute de la Universitat Oberta de Catalunya.

Les meves línies d'investigació s'orienten a l'aplicació dels mètodes d'investigació quantitativa, el disseny i l'administració de qüestionaris i l'anàlisi multivariant de les dades obtingudes. Entre d'altres temàtiques, he fet investigació vinculada a la incorporació de les TIC als sistemes educatius, les condicions de treball del professorat, la presència dels educadors socials a les escoles i instituts, les violències que afecten els joves, les seves formes d'oci i les seves pràctiques culturals, les desigualtats digitals de nens i joves, les diferències de gènere en l'elecció dels estudis i la segregació vocacional dels adolescents, l'abandonament i el reingrés dels estudiants universitaris, i el paper de les dones a la Wikipedia.

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, la Fundació la Caixa, 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, BiD: Textos Unversitaris de Biblioteconomia i Documentació, 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

Badia, Antoni, Consuelo García, and Julio Meneses. "Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university." Innovations in Education and Teaching International (2018). AbstractWebsite

The aim of this paper is to understand the emotions associated with the experience of teaching online in an online university and the factors that influence these emotions. Nine hundred and sixty-five (965) online teachers at the Universitat Oberta de Catalunya (www.uoc.edu) were surveyed. Three emotions linked to teaching online were identified: satisfaction, relief and pleasure. Multiple regression analyses were used to make inferential judgments and test the effects of the teachers’ demographic and professional variables. Findings suggest that satisfaction is associated with the instructional design and learning support roles and with the knowledge building approach; relief is inversely related to the content acquisition approach; and pleasure is linked to variables such as academic background and amount of online teaching hours, as well as the knowledge building approach. The practical implications of these results are discussed.

Sáinz, Milagros, José Luís Martínez, and Julio Meneses. "Gendered patterns of coping responses to academic sexism in a group of Spanish secondary students." (Submitted). Abstract

This study analyzes predictors of secondary students’ coping responses to academic sexism. 954 students (mean age = 17, SD = 90, 57% girls) enrolled in the first course of post-compulsory secondary school participated. The results indicate that boys were more likely to use avoidance responses to academic sexism, whereas girls were more likely to deploy confronting and help-seeking responses. Likewise, hierarchical regression analyses suggest that girls and students from parents with a high educational level, and who did not hold sexist attitudes about women’s higher level of competence in biology and languages, were more likely to develop confronting responses. Similarly, girls and students who did not embrace either of the stereotypes that boys are better at science and technology subjects and that girls are better at biology and languages were more likely to seek help. Furthermore, boys and students who believed that girls are better at biology and languages were more likely to develop avoidance responses. Interaction between gender and parental educational level shows that boys whose parents had attained secondary or university studies were more likely to deploy avoidance responses. Intervention measures should teach young people how to adopt positive coping responses in the face of sexist attitudes.

Aranda, Daniel, Jordi Sánchez-Navarro, Juan Francisco Martínez-Cerdà, and Julio Meneses. "The impact of digital practices on the perception of risks and benefits of digital gaming." Catalan Journal of Communication & Cultural Studies 10, no. 2 (2018): 247-264. Abstractaranda_sanchez_martinez_meneses_cjcs_pre-print.pdfWebsite

This study introduces a new multivariate framework around a set of digital practices such as entertainment-oriented uses, information-oriented uses, social-connection uses and e-commerce uses, and shows that these digital practices are, in fact, important predictors of the positive and negative perceptions of digital gaming. We developed two multiple regression models on a representative sample of the Spanish population. After controlling for socio-demographic factors (age, gender and level of education), our models reveal that gaming-related perceptions of benefits and risks are associated with people’s concrete personal experiences with digital games and, interestingly, to the greater or lesser development of their digital practices. We show that the perceptions of benefits with regard to video games are related to more developed digital practices. Conversely, the perceptions of risk are higher in the case of individuals who lack exposure and experiences regarding digital practices.

Casado, Carlos, Teresa Sancho, and Julio Meneses. "Estudio de caso sobre la enseñanza de la programación en primaria." In XXI Congreso Internacional EDUTEC. Lleida (Spain), 2018. Abstractedutec-3017_paper_casado_sancho_and_meneses_2018.pdfedutec-3017_poster_casado_sancho_and_meneses_2018.pdf

La desigualdad digital es un problema que limita las oportunidades de las personas, no solo por diferencias socioeconómicas, también desde la perspectiva de género y de la educación. La inclusión de conocimientos tecnológicos en las escuelas puede reducir esa desigualdad digital. En Cataluña, aunque fuera del currículo escolar, en algunas escuelas se enseña a programar a los alumnos de primaria. Seleccionamos una escuela por su significación en esa enseñanza y estudiamos sus objetivos y las expectativas generadas. En este artículo se presenta el caso y se explican las opiniones de los actores implicados (desde la dirección del centro hasta los alumnos). Los resultados obtenidos muestran que los objetivos planteados a la hora de introducir la programación en la escuela se limitan a la adquisición de algunas competencias, aunque no quedan suficientemente claros. La conclusión es que a los docentes les falta formación en cuanto a los beneficios que la enseñanza de la programación puede aportar a sus alumnos.

González, Loles, Julià Minguillón, Josep Antoni Martínez-Aceituno, and Julio Meneses. "Institutional support to provide freshmen with flexible learning paths at course and semester level in open higher education." In 10th EDEN Research Workshop. Barcelona, 2018. Abstracteden_preprint_gonzalez_minguillon_martinez_and_meneses_2018.pdfeden_poster_gonzalez_minguillon_martinez_and_meneses_2018.pdf

As an open university, at UOC there are nearly no enrolment requirements and, furthermore, students freely choose the courses they want to take each semester. But most of the students that choose UOC to combine their daily live with university studies are not really aware about the effort and workload implied. Therefore, there is a significant dropout rate after finalizing their first semester. In this paper we describe an institutional project named ESPRIA that combines the use of institutional learning analytics and the work with teachers at course design level, in order to provide students with some personalized support during their first enrolment. This guidance may help them to avoid an excessive burden due to a wrong course election, to gauge and meet their expectations by achieving their goals at the end of their first semester, and to be motivated to re-enroll in the following ones.