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, investigador del grup de recerca GenTIC (Gender & ICT) de l'Internet Interdisciplinary Institute i responsable de la Unitat d'Avaluació de Projectes Institucionals de l'eLearn Center 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 Adolescència, 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, The International Journal of Educational Technology in Higher Education, i Journal of Mixed Methods Research.

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

Ferran-Ferrer, Núria, Patricia Castellanos, Julio Meneses, Sergi Fàbregues, Julià Minguillón, and Eduard Aibar. "Why do female editors leave Wikipedia? A qualitative analysis of gender bias in the Spanish Wikipedia." In International Association for Media and Communication Research (IAMCR 2019). Madrid, 2019. Abstractwikipedia_iamcr2019_nferranf.pdf

Wikipedia began in 2001 and already reaches more than 40 million articles in more than 300 languages. It is the main source of information for many users, especially in the educational field, where seven out of ten students recognize using Wikipedia. But even though Wikipedia promotes the ‘neutral point of view’ in its articles, it is well recognized that there is a gender bias, both in content (for example, in the number of articles on women in relation to those of men) in your community (the vast majority of registered publishers are men). The general feeling is that the Wikimedia Foundation has not achieved its goal of increasing the number of female participants to the 25% that was proposed for 2015.

Faced with this gender bias, we are investigating from a double perspective, on the one hand quantitative, analyzing the presence or absence of women and their behavior from the activity records associated with their profiles and, from a qualitative approach, studying the practices related to content production (creation and edition of articles) in the Wikipedia in Spanish. The results of qualitative research are presented in this communication. A content analysis of 12 interviews with publishers (4) and ex-editors (4 short-term editors and 4 long-term publishers) was carried out to investigate the reasons that led them to participate as publishers in Wikipedia and to non-persistence of activity in the same, examining the reasons raised according to their socio-demographic, educational context, in experiences of their work as editors, feelings and positioning in relation to feminism and their status as women.

Among the main results is that all ex-editors who have edited for a short period of time began to do so as a group, with a common project and with collective support and left the edition once the campaign ended. In all cases in which women acknowledge having abandoned the edition, the reason is related to a bad experience caused by “an abrupt environment”, an “environment that generates insecurity” and, in one case, by “gender conflict”. In the case of women who have continued to publish, all of them, among their themes, are content to make women visible, usually through biographies.

Minguillón, Julià, Laia Blasco-Soplón, and Julio Meneses. "Making sense from institutional data: A learning dashboard for decision-making to improve first-year enrollment.", Submitted. Abstract

In this paper we present the general design and prototype of a learning dashboard for evaluating an ongoing project, concretely an institutional policy intervention to improve support to first-year students and so increase retention in an online open university. This intervention involves several stakeholders: the tutors responsible for first-year student enrollment and induction, undergraduate program managers responsible for the design of learning itineraries, the teachers of the different subjects involved and, ultimately, the university board that promotes, executes, and evaluates the project. Providing adequate feedback to these stakeholder groups is one of the project goals, as part of a new policy for establishing an evidence-based data culture and decision-making within the institution. In order to do so, we propose to use a learning dashboard that includes all the information considered to be relevant for the different stakeholder groups, combining several indicators that capture the project results. The design of the learning dashboard is based on UpSet, a visualization technique oriented towards exploring set-based data. Currently, a prototype implementation of the learning dashboard using Shiny provides the desired basic functionalities, as an initial step prior to its formal evaluation and integration into the institutional learning analytics infrastructure.

Xavier, Marlon, and Julio Meneses. "Persistence, dropout, and the time-factor in fully online higher education: A qualitative study with first-year students." In 2019 IN3 Open Workshop for Young Researchers. Castelldefels (Barcelona), 2019. Abstract2019_in3_open_workshop_for_young_researchers_xavier_and_meneses.pdf

Online higher education (OHE) continues to grow, yet its high dropout rates remain a pressing and complex problem. This research aimed at investigating and exploring how first-year, fully online OHE students experienced and managed their time and how it impacted their persistence, stop-out behavior, or withdrawal. Participants were 24 undergraduate students of both sexes who started their studies at UOC in September 2017, divided into three main profiles: persisters (students who enroll for three consecutive semesters), break (students who leave for one semester but return), and dropouts (students who do not enroll for two consecutive semesters), which generated 24 cases, based also on dedication (part- or full-time), sex, and age, for the selection of participants. Method was of a qualitative, exploratory nature, employing semi-structured in-depth interviews, which are being thematically analyzed. Preliminary results seem to point that each profile experiences time in different manners, has dissimilar time management skills, and that time-related factors represent the major issue for persistence, continuance, and dropout behavior. Such results can be relevant to inform future research, support, interventions, and evaluation.

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 56, no. 4 (2019): 446-457. 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. A total of 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 (KBA); 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 KBA. The practical implications of these results are discussed.

Abbreviations: UOC: Universitat Oberta de Catalunya; KMO: Kaiser-Meyer Olkin; PCA: Principal component analysis; KBA: Knowledge building approach; CAA: Content acquisition approach; CLA: Collaborative learning approach; SIR: Social interaction role; IDR: Instructional design role; TUR: Technology use role; LAR: Learning assessment role; LSR: Learning support role

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López, Daniel, Lluvi Farré, Mariona Estrada, and Julio Meneses. "Género, vejez y cuidados en los proyectos de senior cohousing en España." In Congreso Internacional: El cuidado de dependientes y mayores. Avanzando hacia la igualdad de género y la justicia social. Tarragona, In Press. Abstract

Desde 2013, el senior cohousing o vivienda colaborativa de mayores es un fenómeno en auge en España. Se trata de centros y viviendas construidas y gestionadas por personas que deciden vivir la última etapa de sus vidas colectivamente, apoyándose mutuamente y autogestionando los servicios sociales y asistenciales que vayan necesitando. Actualmente existen más de 50 proyectos de este tipo, de los cuales 12 ya se encuentran en funcionamiento.

Esta presentación se basa en los resultados del primer estudio sobre la emergencia de estas iniciativas en España. Un estudio que comenzamos en 2013 en el marco del plan nacional I+D EXPDEM y que proseguimos gracias al proyecto MOVICOMA a partir de 2015. Mediante un estudio basado en encuestas dirigidas a los participantes (n=150) y a los responsables de los centros de un total de 16 de estos proyectos, el estudio nos ha permitido hacer una radiografía de las características socio-demográficas de sus miembros, las formas de gobernanza, las infraestructuras de cuidado de las que disponen, así como de las actividades que desarrollan ellos mismos y que delegan a terceros. Este trabajo cuantitativo, junto a las observaciones y entrevistas realizadas desde 2013 hasta la actualidad en 8 proyectos que ya estaban en funcionamiento, las jornadas dedicadas a estos proyectos, y las visitas y sesiones de trabajo con 5 grupos en formación, nos han permitido analizar con detalle cómo se piensa, planifica, diseña e infraestructura el cuidado en estos proyectos.

Esta presentación tiene como objetivo presentar los resultados del estudio para poner de relieve las formas de hacer “vejez" y de hacer “género” que la organización del cuidado en estos espacios contribuye a habilitar y deshabilitar. En este sentido, al situar estos dos aspectos en el centro de nuestro análisis del cuidado, mostraremos cómo los proyectos de cohousing en España tratan de desafiar el paradigma del envejecimiento en el propio hogar (aging-in-place) y el que se basa en la institucionalización en centros geriátricos. Por otro lado, mostraremos también cómo las formas de hacer “vejez” y de hacer “género” que sus infraestructuras de cuidado contribuyen a producir están muy cercanas al envejecimiento activo y siguen convirtiendo el cuidado en un asunto de mujeres. En este sentido, esto debería hacernos poner en duda los implícitos normativos que han llevado a considerar las iniciativas de cohousing como alternativas basadas en la comunidad (aging-in-community), una alternativa frente a la familia, el mercado y el estado, y en definitiva a considerar que la autogestión implica per se una mayor democratización de los cuidados.