Journal articles

Aranda, Daniel, Jordi Sánchez-Navarro, Juan Francisco Martínez-Cerdà, and Julio Meneses. "Broadening the debate on the risks and benefits of digital gaming: The role of digital social distance." (Submitted). Abstract

A great deal of scientific literature reveals that social perceptions of the risks and benefits of video game playing are related to socio-demographic variables. This study introduces a new multivariate framework around the concept of digital social distance –defined as the set of digital practices associated with digital gaming, 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, our models reveal that gaming-related perceptions of benefits and risks are associated to people’s concrete personal experiences with digital games and, interestingly, to the greater or lesser development of their digital practices. In this respect, we show that the perceptions of benefits with regards to video games are related to more developed digital practices, that is, a lesser digital social distance. Conversely, the perceptions of risk are higher in the case of individuals who lack exposure and experiences regarding digital practices, that is, a greater digital social distance.

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 ( 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.

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.

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.

Badia, Antoni, Consuelo García, and Julio Meneses. "Approaches to teaching online: Exploring factors influencing teachers in a fully online university." British Journal of Educational Technology 48, no. 6 (2017): 1193-1207. AbstractWebsite

In recent years there has been widespread interest in the implementation of online courses in universities. While most studies about online learning environments primarily focus on technology-related issues or instructional methods, little attention has been given to online instructors and their teaching approaches. The aim of this paper is to develop and test a model of the factors affecting individual instructors' approaches to teaching online, particularly in a fully online university. Nine hundred sixty-five (965) online instructors belonging to the Universitat Oberta de Catalunya ( were surveyed. The dependent variables include three approaches to teaching online: the Content Acquisition Approach, the Collaborative Learning Approach, and the Knowledge-Building Approach. The explanatory variables are socio-demographics, academic background, online teaching experience, studies taught, online teaching dedication, and teachers' roles in teaching online. Multiple regression analyses are used to make inferential judgements and test the effects of the independent variables. Findings suggest that age, academic background, online teaching dedication and, especially, teachers' roles in teaching online are important predictors of the adoption of a particular approach to teaching online.

Rodríguez-Gómez, David, Carme Armengol, and Julio Meneses. "La adquisición de las competencias profesionales a través de las prácticas curriculares de la formación inicial de maestros." Revista de Educación 376 (2017): 229-243. Abstractrodriguez_armengol_meneses_2017.pdfWebsite

Las prácticas profesionales constituyen un elemento esencial en los planes de formación inicial de maestros, contribuyendo no sólo al desarrollo de competencias, sino también a su orientación profesional y posterior inserción laboral. No obstante, son escasas las evidencias empíricas sobre los factores que propician una mejor adquisición de competencias durante el periodo de prácticas curriculares, así como de las condiciones que se precisan para que estos periodos de formación se den con las máximas garantías. El propósito del estudio que aquí se presenta es identificar los factores que contribuyen a una mejor adquisición de competencias durante el periodo de prácticas curriculares en los Grados de Maestro de Educación Infantil y Maestro de Educación Primaria. Los factores considerados son las características sociodemográficas del alumnado, titularidad de la escuela de prácticas, características básicas del programa de prácticas, satisfacción del alumnado y la percepción de impacto de las prácticas. La metodología utilizada ha consistido en la aplicación de un cuestionario a una muestra de 567 estudiantes de magisterio en educación primaria (n= 276) y educación infantil (n=291) de cuatro universidades catalanas (dos públicas y dos privadas). La primera aproximación a los datos disponibles se inicia con un análisis descriptivo univariante y bivariante y, a continuación, se desarrollan tres modelos de regresión múltiple para determinar la relación entre los tres tipos de competencia identificados (i.e., relaciones y formas de trabajo, gestión del aula y aplicación de conocimientos en la práctica) y cada variable independiente. Los resultados obtenidos confirman no sólo la percepción de impacto positivo de las prácticas sobre el desarrollo profesional de los futuros maestros, sino también que, más allá de la modalidad y situación del practicum en los estudios de grado, la identificación de “centros formadores” adecuados y la consolidación de estructuras de cooperación escuela-universidad eficaces, constituyen elementos claves.

Rodríguez-Gómez, David, Julio Meneses, and Carme Armengol. "Claus per a l’èxit de la formació pràctica de mestres." UAB Divulga Setembre (2017): 1-2. Abstractuabdivulga_a2017m9a5.pdfWebsite

L'Equip de Desenvolupament Organitzacional de la UAB ha analitzat quins factors afavoreixen que els professors d'infantil i primària en formació adquireixin unes òptimes competències professionals durant les pràctiques curriculars. L'estudi assenyala algunes de les principals claus per a l'èxit, al temps que considera imprescindible generar nous espais i models de col·laboració i formació entre la universitat i les escoles on practiquen els mestres del futur.

Sáinz, Milagros, Julio Meneses, Sergi Fàbregues, and Beatriz López. "Adolescents' gendered portrayals of information and communication technologies occupations." International Journal of Gender, Science and Technology 8, no. 2 (2016): 181-201. Abstractgender_science_and_technology_2016.pdfWebsite

This study tackled secondary students’ gender-stereotyped portrayals of ICT occupations, together with the use of gender references associated with these occupations. Likewise, the existence of gender differences was also examined. 443 boys and 457 girls (mean age 15 years; S.D.= 0.65) from Catalonia (Spain) participated in the study. A content analysis of responses to one open ended question on ICT occupations was performed that suggested that there were gender differences in students' perceptions of ICT occupations. Contrary to expectations, non-masculine references about ICT occupations were more highly reported than masculine references. However, young females were more likely to offer non-masculine references to occupations where ICT is the tool rather than the object of their work. In contrast, young males were more likely to offer masculine references to occupations involving the design and production of ICT products and services. The theoretical and practical implications of the findings were discussed.

Rodríguez-Gómez, David, Julio Meneses, Joaquín Gairín, Mònica Feixas, and José Luís Muñoz. "They have gone, and now what? Understanding re-enrolment patterns in the Catalan public higher education system." Higher Education Research & Development 35, no. 4 (2016): 815-828. AbstractWebsite

Studies of student re-enrolment patterns in Higher Education constitute, along with traditional studies of persistence and dropout, a key element for improving the quality of Higher Education Institutions. However, these studies tend to be limited as they are centred on a single institution, due to the lack of national-scale datasets for monitoring students between different institutions.

Using a longitudinal population-based dataset provided by the Catalan University Assurance Agency (AQU), which includes information records on 21,473 undergraduate students, this paper aims to develop and test an exploratory model of student re-enrolment, specifically, in the Catalan public university system. We are not only interested in student re-enrolment, but also in whether they do so during the first year after dropout or in the same area of knowledge.

Results from logistic regression analysis revealed that although most students return to the university system in the first year after dropout, many of these change to a different area of knowledge, which is clear evidence of dysfunctional and inefficient guidance systems and university entrance. Findings provide a more accurate and complete picture of student re-enrolment behaviour and suggest the need to develop targeted policies to improve the efficiency and effectiveness of our university systems.

Casado, Carlos, Julio Meneses, and Teresa Sancho. "¿Cómo ven los alumnos de primaria la profesión informática? Influencia del género y la percepción de su capacidad." Píxel-Bit, Revista de Medios y Educación 49 (2016): 149-161. Abstractcasado_meneses_sancho_2016.pdfWebsite

Este artículo analiza la opinión que tiene sobre la profesión de informática el alumnado del último ciclo de educación primaria. Se encuestaron 300 alumnos de 12 escuelas y se observó que la opinión de las niñas era sensiblemente peor que la de los niños además de que ellas se consideran menos capaces de realizar un programa informático. A partir del análisis de los datos se sugiere que se inicie a los alumnos de primaria en la programación y especialmente a las niñas para que mejoren su percepción de sus capacidades en este ámbito.

Rodríguez-Gómez, David, Julio Meneses, and Carme Armengol. "El reingrés dels estudiants al sistema universitari públic català." UAB Divulga Maig (2016): 1-2. AbstractUABDivulga_2016.pdfWebsite

Aquest estudi, desenvolupat a partir d’informació d’estudiants universitaris catalans, ha detectat diversos perfils d’alumnes que abandonen els estudis i hi tornen més endavant. Els resultats apunten, entre altres, a la necessitat d’establir plans per a la transició a la universitat, l’acollida i l’acompanyament dels estudiants universitaris per evitar l’abandonament i el posterior canvi d’estudis. Cal, doncs, millorar el sistema d’orientació i accés a la universitat per tal de millorar el rendiment dels estudiants i la qualitat del sistema universitari.

Sáinz, Milagros, Julio Meneses, Beatriz López, and Sergi Fàbregues. "Gender stereotypes and attitudes towards information and communication technology professionals in a sample of Spanish secondary students." Sex Roles 74, no. 3 (2016): 154-168. AbstractWebsite

This study examined Spanish young people’s gender-stereotyped beliefs and attitudes about people working in the field of information and communications technology (ICT). For this purpose, their positive, negative, and neutral perceptions of the associated characteristics of these workers were also analyzed. Likewise, the use of masculine, feminine, or neutral expressions to describe these professionals was explored. The existence of gender differences in these aspects was also investigated. 900 students from Catalonia (51 % girls) enrolled in the last course of junior secondary education (mean of age=15 years old; S.D. = 1.73) participated in a survey with close and open-ended questions. Content analysis of responses to an open-ended question indicated that the boys and girls held several stereotypical beliefs about ICT professionals (a highly male-dominated field), but they also reported counter-stereotypical beliefs about them. As expected, these stereotypical beliefs described a masculine portrayal of ICT workers. Contrary to expectations, most of the students’ portrayals of people working in ICT were either positive or neutral, not negative. Likewise and opposite to predictions, young males did not show more positive attitudes towards ICT professionals than girls. In fact, both girls and boys evaluated more positively than negatively the different descriptive aspects associated with ICT professionals. In support of expectations, most boys and girls referred to masculine role models working in ICT. No gender differences were observed in the type of characteristics associated with ICT professionals. However, young females were more likely to offer feminine references about professions where ICT is the tool rather than the object of their work. The theoretical and practical implications of these findings within the context of Spain are discussed.

Meneses, Julio, and Josep M. Mominó. "Online community building in classrooms and schools: Using the internet to extend teachers’ face-to-face community practices." Educar 51, no. 2 (2015): 417-440. Abstract727-2040-2-pb.pdfWebsite

Using a digital inequality approach, this study analyses the introduction of the internet into teachers’ daily activity in order to support and enhance community building in classrooms and schools. Two thousand one hundred and sixty-three (2,163) teachers from a representative sample of 350 schools offering compulsory and post-compulsory education in Catalonia (Spain) were surveyed. After controlling for school and socio-demographic characteristics, a hierarchical multiple regression analysis was conducted to assess the effects of face-to-face community building and digital literacy. The article analyses their main and interaction effects and discusses the implications of the observed patterns in relation to the introduction of the internet in order to extend and reinforce teachers’ face-to-face teaching and professional practices. Going beyond the technological promise, our findings suggest the opportunity to encourage agreement between teachers, school administrators, and policy makers on the importance of a community approach that recognises the value of communication and collaboration as successful means of addressing the educational challenges of schooling.

Badia, Antoni, Julio Meneses, and Consuelo García. "Technology use for teaching and learning." Píxel-Bit, Revista de Medios y Educación 46 (2015): 9-24. Abstractpixel-bit_2015_badia.pdfWebsite

Our main aim is to categorise the different uses teachers and students make of ICT as a teaching and learning tool in technology-rich classrooms. A questionnaire about possible uses was developed following the guidelines provided by the literature review. A sample of teachers (n=278) who teach in highly technological classrooms participated in the study. Four types of educational ICT use in the classroom turned out of the exploratory factor analysis: teachers' technology use of content, teachers' technology use of interaction, students' technology use of content, and students' technology use of interaction. Useful ideas for researchers and teachers are provided.

Badia, Antoni, Julio Meneses, Sergi Fàbregues, and Carles Sigalés. "Factores que influyen en la percepción de los profesores de los beneficios educativos de la tecnología digital." Revista Electrónica de Investigación y Evaluación Educativa 21, no. 2 (2015): 1-11. Abstractrelievev21n2_1_esp.pdfrelievev21n2_1_eng.pdfWebsite

Este estudio pretende identificar los factores que influyen en las percepciones de los profesores sobre los beneficios de los medios educativos digitales para la enseñanza y el aprendizaje. Varios estudios relevantes han indicado que cuando los profesores creen que los medios educativos digitales son valiosos para la enseñanza y el aprendizaje, son más propensos a incorporarlos en su práctica docente. Se han considerado tres conjuntos de factores como variables independientes: las características de la escuela y del profesor, las características tecnológicas de la escuela, y las características tecnológicas del profesor. Se recogieron datos de 702 profesores de unas 356 escuelas de educación primaria y secundaria en España con un cuestionario. Mediante análisis de correlación múltiple y de regresión jerárquica examinamos la relación entre las variables independientes y las percepciones de los profesores. Los resultados muestran una fuerte relación entre estas percepciones y las características tecnológicas del profesor. Los factores más predictivos son el área de enseñanza, la alfabetización digital, la formación en tecnología educativa y la frecuencia de acceso a Internet, dentro y fuera de la escuela. Por último, sugerimos que la integración de los medios educativos digitales en el aula no es un objetivo aislado que debe ser alcanzado por separado de los objetivos pedagógicos, sino que es un objetivo totalmente interrelacionados con las finalidades instruccionales de los profesores.