Elena Barberà’s research while affiliated with Open University of Catalonia and other places

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Publications (106)


A design layer to support self and social regulation processes of learning in MOOC
  • Article
  • Full-text available

August 2024

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38 Reads

Proceedings of the International Conference on Networked Learning

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Elena Barberá

Open, social and networked approaches to learning pose challenges for learners, who must assume the role of actively directing their own learning, in interaction and collaboration with others, in an increasingly complex environment. In this context, concepts such as self-direction and self-regulation of learning have attracted renewed interest as umbrella terms for a skill set and provisions that allow subjects to independently guide their own learning process and assume responsibility for it. Moreover, many authors have pointed out various problems regarding MOOC design and quality from a pedagogical perspective. This raises the need for a greater and more holistic understanding of learning regulatory processes and for developing models and instruments to support learners in this regard. This research aims to analyse how to support learning regulation processes as a whole in MOOC environments. This means paying attention to both social and individual dimensions of regulation, by studying how processes of self-regulation, co-regulation and socially shared regulation can be supported and promoted in this type of learning contexts. To this end, we apply the methodology of design-based research in order to intervene directly in the pedagogical practice through an iterative cycle based on stages of design, intervention, reflection and redesign of a design layer to support learning regulation in a MOOC. In this paper we present the design of the regulation support layer proposed in the first research iteration. We begin by presenting its theoretical foundations and then describe the support layer that has been designed as well as the empirical case of an xMOOC were it has been implemented. Finally, some conclusions and recommendations for the design and practice of learning regulation in MOOC are drawn from the results obtained in the first research iteration.

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COI and TPB for social justice and equity in education.
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Integrating social media-based community of inquiry with theory of planned behavior to promote equitable educational intentions among pre-service teachers in Gilgit Baltistan, Pakistan

April 2024

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68 Reads

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3 Citations

An equitable education system is essential for all students to acquire the knowledge and skills necessary to become productive members of society. Pre-service teachers in education play a vital role in fostering equitable educational practices. This study aimed to measure the association between the social media-based community of inquiry and pre-service teachers’ intentions toward social justice and equity in education. It focused on pre-service teachers enrolled in the education departments of universities in Gilgit Baltistan (GB), Pakistan. Census sampling was used to include all students enrolled in teacher education departments across universities in GB. The research utilized a multi-wave survey design, beginning with a baseline survey to assess pre-service teachers’ presence on social media. This information guided the design of a community of inquiry on social media centered on the theme of social justice and equity in education. After 4 months, a second survey was conducted to measure the association between the community of inquiry and pre-service teachers’ intentions toward social justice and equity. For data analysis, the study employed the partial least squares-consistent structural equation modeling (PLSc-SEM) approach. The novelty of the study lies in integrating the community of inquiry framework with the theory of planned behavior. We found a significant and positive association between the social media-based community of inquiry and pre-service teachers’ attitudes, subjective norms, and perceived behavioral control regarding their intentions to implement social justice and equity in education. These findings hold the potential for developing prospective teachers and educational leadership with a strong focus on equity. Future research could explore creating a community of inquiry for pre-service teachers to enhance their mindset and skills for inclusive education. This aligns with the broader objective of achieving Sustainable Development Goal 4 (SDG 4) on fostering a more inclusive and equitable educational environment.


Symmetrical and Asymmetrical Modeling: Applying Vitae Researchers’ Development Framework through the Lens of Web 2.0 Technologies for Vocational-Health Education Researchers

May 2023

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136 Reads

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5 Citations

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Pirita Seitamaa-Hakkarainen

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Background and Purpose: The development of research knowledge, skills, and attitudes among postgraduate vocational-health education students is a crucial outcome of their degree program. This study focuses on the research competences of vocational-health education students and their use of web 2.0 technologies to enhance research productivity. The study employs the Vitae Researcher Development Framework (RDF) and examines the use of web 2.0 technologies. Method: The study surveyed 390 postgraduate vocational-health education students enrolled in universities in Pakistan. Of the participants, 50.5% were male, 49.5% were female, 45.1% were from private universities, and 54.9% were from public sector universities. Moreover, 68.2% were Master’s students, while 31.8% were doctoral students. The data were analyzed through both symmetrical and asymmetrical modeling techniques, including Partial least square equation modeling (PLS-SEM) and fuzzy set Qualitative Comparative Analysis (fsQCA), to measure the direct and indirect specific relationships among the constructs. Results: The results confirmed that research competences and web 2.0 technologies have a direct effect on research productivity. Furthermore, the results revealed that web 2.0 technologies mediate in the relationship between research competences and research productivity. Conclusions: The study concludes that research competences and web 2.0 technologies predict research productivity. Additionally, web 2.0 technologies have an intervening role in the relationship between research competences and research productivity during the COVID-19 pandemic emergency. Implications: This study highlights the broader implications for health education policymakers and institutions to include web 2.0 technologies in their development plans. Future studies can develop web 2.0-based instructional strategies for the professional development of advanced vocational-health education researchers. Originality: This study contributes to the knowledge of research competences, web 2.0 technologies, and research productivity for vocational-health education researchers.


ePortfolio to promote networked learning: an experience in the Latin American context

December 2022

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91 Reads

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8 Citations

International Journal of Educational Technology in Higher Education

This research shows and analyses a pedagogical experience with ePortfolio into the bridge context between higher education and profession in Latin America, particularly Architectural Design Studio (ADS). The objective was to reveal the impacts of ePortfolio use as a tool of Information and Communication Technologies (ICT) on the training process to enhance Networked Learning Principles (NLP) into the particular architectural pedagogy. The research had a descriptive methodology with a qualitative approach through a perception survey applied to a sample of students from eight cohorts of the same training cycle (second year) in a ADS across years 2015–2018. The study kept its design and implementation fidelity stable during this time, allowing data from eight instances. The results allow observing relationships between the training process dimensions and the NLP, with indicators to improve this relationship, throughout to observe transformations linked to the ePortfolio conception, implementation and projection. The conclusions are related to the ePortfolio capacity to close strategic gaps in the training learning process to design, organise and provide feedback to improve the NLP, creating training strategies that promote students’ autonomous learning, connections, identities, needs, aspirations and professional objectives.


Adoption of social media-based knowledge-sharing behaviour and authentic leadership development: evidence from the educational sector of Pakistan during COVID-19

September 2022

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1,321 Reads

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54 Citations

Journal of Knowledge Management

Purpose This research paper aims to explore the influence of social media–based knowledge-sharing intentions (SMKI) on prospective authentic leadership development (ALD) to deal with the future crisis. In the existing literature, to the best of the authors’ knowledge, there is no significant empirical evidence to test the relationship between SMKI and ALD. Thus, this study contributes to the growing literature regarding the role of SMKIs, ALD, social media–based knowledge-sharing behavior (SMKB) and facilitating conditions (FCs). However, in this study, the authors developed a conceptual framework based on technology adoption and leadership theory. It was used to identify preservice educational leaders’ SMKIs and their effect on ALD to deal with an educational crisis during the COVID-19 pandemic. Furthermore, SMKIs are strengthening ALD, directly and indirectly, using SMKB and FCs. Design/methodology/approach In this study, the higher education students are considered preservice leaders who were enrolled in educational leadership and management programs. However, this study’s target population and sample are students enrolled in educational leadership and management programs. Therefore, higher education students are considered preservice educational leaders. Therefore, a multilevel questionnaire survey approach was adopted to collect data from preservice educational leaders ( n = 451 at Time 1 and n = 398 at Time 2) enrolled in education departments in the selected universities in Pakistan. A total of 398 survey questionnaires were finalized with a return ratio of 89%. The partial least square structural equation modeling with SmartPLS 3.2.8 was used for the data analysis. Findings This research found that SMKIs are positively and significantly connected with ALD. This study also confirms that SMKB significantly and positively mediates the relationship between SMKIs and ALD. Therefore, this study concludes that preservice educational leaders were ready to adopt SMKB. Practical implications Social media–based knowledge sharing can be helpful to develop authentic leadership among preservice educational leaders during a crisis. Preservice educational leaders as authentic leaders can prove to be an asset in dealing with the COVID-19 pandemic crisis. Originality/value This research integrated the technology adoption model and leadership theory to provide empirical evidence of SMKIs’ direct and indirect influence on ALD through social media–based knowledge-sharing actual use behavior by preservice educational leaders during the COVID-19 pandemic. Moreover, the moderated mediating effect of the FCs was also studied in the relationship between SMKIs and actual user behavior as well as ALD.


Toward a Holistic Pedagogical Approach in K-6 Education: Evidence From a Multiple-Case Study in Spain

May 2022

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88 Reads

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2 Citations

This article examines how a multidimensional, skill-driven curricular framework plays out in diverse primary school settings toward a holistic K-6 curriculum framework. Particularly, it explored how unplugged tasks involve imaginative pedagogies, computational thinking skills, new media literacy skills, and social-emotional skills across three different primary schools by fulfilling two learning conditions, without coding/programming and without using digital devices. Within-case and cross-case analyses were conducted by following the qualitative multiple-case study research design. The evidence stems from lesson analysis, observation field notes, and interview transcripts with 152 participants. We collected 94 lessons from the three schools and we analyzed the data by using a predefined coding scheme grounded upon four frameworks. We conclude that the detected teaching practices uncover promising trajectories by demonstrating a great potential to consider the proposed framework as an effective and age-appropriate pedagogical approach applicable to low-technology and coding-free learning environments. The study highlights the need of teacher professional development, especially on computational thinking in reference to cognitive/intellectual, emotional/affective, social, creative/imaginative, and material dimensions for conscious computational thinking practice implementation. Given the paucity of research on unplugged and, especially, non-programming/coding methods at primary education level, this study can open up prominent issues for further examination and validation.


Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings

May 2022

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821 Reads

The International Review of Research in Open and Distributed Learning

In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners' access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills.


Educación viralizada desde la universidad: modelo tecno-pedagógico para trascender los límites del aula en el proceso de aprendizaje

January 2022

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93 Reads

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1 Citation

Research in Education and Learning Innovation Archives

University learning is intended to be applied and transferred to other contexts, especially in professional settings. The education-by-competence framework is designed with this in mind. Mechanisms are needed, however, that promote the communication of this knowledge effectively and reliably. This article presents the process for designing, refining and implementing a model based on an instrument inspired by the e-portfolio philosophy. This model provides a robust techno-pedagogical layer intended to facilitate the tutored of knowledge from university disciplines that lead to the creation of a network of teacher-supervised profiles and content. All this output comes from the students of the institutions themselves and their ability to generate active-knowledge networks that break with formal stagnation and teaching linearity by expanding the knowledge acquired in supervised fashion to an open and wider community. The methodology used for this study, conducted between 2015 and 2019, was Design-Based Research. The result is a conceptual tool that can reliably generate an open dialogue between the university and the contexts in which university-developed knowledge is applied. This article describes the constructs developed during the model-refinement process. This model is now being used in generalized fashion in an online university environment.



Support through Social Media and Online Class Participation to Enhance Psychological Resilience

November 2021

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260 Reads

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42 Citations

Social support was an important factor in minimizing the effect of social isolation during the COVID-19 pandemic lockdown. This research aimed to study the role of online class participation and social media usage to link the social support available from family and friends to psychological resilience among pre-service special education teachers against the negative psychological effects of the COVID-19 pandemic lockdown. A survey was conducted with 377 pre-service special needs education (SNE) teachers enrolled at universities in Pakistan. Partial least square structural equation modeling (PLS-SEM) was applied using Smart-PLS 3.2.8. Results revealed that social media and online class participation played a mediating role between social support and psychological resilience in the pre-service special needs education (SNE) teachers studied. Teacher education institutions can devise strategies to develop social media platforms for student socialization during an emergency to help build resilience against the negative psychological effects of social isolation. Future studies could be conducted to adapt instructions and curricula to social media environments for education in an emergency.


Citations (74)


... Co-design provides a catalyst for team-based processes in developing shared understandings and has been used effectively to engage students and academics in developing technology enhanced learning scenarios in higher education [18]. The co-design process also supports students in developing a greater understanding of design principles and enhances communication and collaboration with both educators and peers [19]. ...

Reference:

Co-designing an interprofessional digital education resource on delirium: a student-led approach
Symposium 3: Analysing and supporting the process of co-designing inquiry-based and technology-enhanced learning scenarios in higher education

Proceedings of the International Conference on Networked Learning

... any researchers identify the current generation as one of advanced communication technologies (Ullah, 2024;Whitted, 2024;Yasmin et al., 2024;Zhao, 2024). The formation of social networks is a prominent example of the community-creating phenomenon of the internet (Putri, 2024;Rizzo et al., 2024). ...

Integrating social media-based community of inquiry with theory of planned behavior to promote equitable educational intentions among pre-service teachers in Gilgit Baltistan, Pakistan

... Digital tools such as e-mail and electronic conferencing allow collaboration among individuals regardless of time and place (Abendroth et al., 2024;Cabellos et al., 2024;Okoisama & Bagshaw, 2023;Zhang et al., 2024). Both knowledge-seeking and knowledge-sharing can foster creativity in the workplace, and Web 2.0 applications, such as virtual communities, offer an effective platform for this (Al-Omoush & Shuhaiber, 2024;Asghar et al., 2023;Panahi et al., 2024;Thomas, 2023). Members of virtual communities are brought together by common interests, needs, goals, or practices, and many people join these communities to seek knowledge to overcome workplace challenges (Oksanen et al., 2024). ...

Symmetrical and Asymmetrical Modeling: Applying Vitae Researchers’ Development Framework through the Lens of Web 2.0 Technologies for Vocational-Health Education Researchers

... There is evidence that organizations adopting an active knowledge management strategy achieve greater employee commitment, reduced turnover, and increased competitiveness (Shafait et al., 2021). However, the absence of knowledge-sharing culture, accompanied by ineffective leadership support, is able to disqualify the effectiveness of knowledge management creativities and thus minimize its overall contribution toward employee performance (Asghar et al., 2022). ...

Adoption of social media-based knowledge-sharing behaviour and authentic leadership development: evidence from the educational sector of Pakistan during COVID-19

Journal of Knowledge Management

... Numerous research papers underscore the significance of instilling computational thinking from the primary school level, facilitated by age-appropriate and creative teaching methodologies [98,114,115,116,117,118,119]. This approach can seamlessly integrate into various primary school subjects [120,121]. ...

Toward a Holistic Pedagogical Approach in K-6 Education: Evidence From a Multiple-Case Study in Spain
  • Citing Article
  • May 2022

... Positivo: Los resultados indican que los estudiantes valoran positivamente la integración y adopción de competencias tecnológicas y que la educación en línea es generalmente receptiva a las necesidades emergentes de la población estudiantil. 21 Roco y Barberà, 2022 [41] ePortfolio to promote networked learning: an experience in the Latin American context Implementación de ePortfolio como estrategia pedagógica, seguimiento sistemático y cuantificación de la evidencia de aprendizaje, análisis integrado de datos cuantitativos y cualitativos. Evaluación de percepciones mediante encuestas, clasificación de estudiantes basada en la valoración de diferentes aspectos como TIC y técnicas didácticas, y análisis estadísticos para interpretar las relaciones entre variables. ...

ePortfolio to promote networked learning: an experience in the Latin American context

International Journal of Educational Technology in Higher Education

... (Güven & Gulbahar, 2020;Tsai et al., 2021). Computational application literacy, often called computational thinking, includes a series of Skills and fundamentals that require a candidate teacher who has a close relationship with creativity, thinks algorithmically, collaborates and communicates, and has critical thinking and problem-solving (Saritepeci, 2020;Tsortanidou et al., 2019Tsortanidou et al., , 2023. ...

A K-6 computational thinking curricular framework: pedagogical implications for teaching practice
  • Citing Article
  • October 2021

... Folio se crea en 2015 como herramienta tecno-pedagógica inspirada en la filosofía de e-portafolio, donde el estudiantado se coloca en el centro (Fig. 3) y es acompañado en su proceso de formación. Así, por medio de la creación de una red compartida de aprendizaje entre iguales, se genera un espacio personal (Fig. 4), de publicación en abierto, donde se fomenta la acción de compartir con grupos y creación de comunidad (Berga-Carreras y Barberà, 2022). Se empezó a utilizar en septiembre de 2018 en forma de piloto en el grado de diseño y, posteriormente, en el grado de artes. ...

Educación viralizada desde la universidad: modelo tecno-pedagógico para trascender los límites del aula en el proceso de aprendizaje

Research in Education and Learning Innovation Archives

... Previous studies found that social support moderates technology-related tools in online learning environments. AI-assisting technology requires high levels of learning self-efficacy and motivation to minimize the negative impact on students with high levels of social support from parents and peers (Asghar et al., 2021). Hogh levels of social support also serves as the main factor influencing the effectiveness of AI-assisting technology operating in online learning environments. ...

Support through Social Media and Online Class Participation to Enhance Psychological Resilience

... interactive digital devices and communication technologies, distinguished by fluidity, interactivity, and diffusion, can transmit conjoined and distinct forms of digitized information globally (Ess, 2014;Gómez-Rey et al., 2021). This has created new combinations of ethical challenges for the information society that humanity has not yet encountered. ...

Development and validation of a life skills evaluation tool for online learning based on the framework of the capability approach
  • Citing Article
  • October 2021

Educational Technology Research and Development