PUBLICATIONS, PROJECTS AND THESES
Here you will find the most outstanding publications, research projects and theses. You can access most of them by clicking on their DOI number.
His main research interests are the uses of ICT in education and training, and in particular policy, organisation, management and leadership in the implementation and quality assurance of e-learning, and professional development for online teaching. He has consulted on various e-learning and training projects in Europe, America, Australia, Africa and Asia, focusing on strategies for implementing technology in teaching and learning and quality assurance in digital education. He is also a consultant for the World Bank on digital education and has acted as an advisor to various governments and international institutions on higher education digitalisation projects.
Author of books such as Transforming the University (EDIUOC, 2021); Decalogue for the improvement of online teaching (EDIOUC, 2020); Managing Technology in Higher education. Strategies for Transforming teaching & Learning, together with Tony Bates (Jossey-Bass, San Francisco, 2011); The Transformation of Universities through ICT (EDIUOC, 2004), with Mercedes González-Sanmamed; either Learning in Virtualityd (GEDISA, 200), with Josep M. Duart. He has published more than 100 articles in academic journals.
European Doctor of Education from the Rovira i Virgili University (Spain). Postgraduate in Applications of Information Technology in ODE by the Open University in the United Kingdom, and Diploma in Strategic Use of IT in Education from Harvard University. Graduate in Philosophy and Educational Sciences by the University of Barcelona.
This work is under a Creative Commons Attribution-NonCommercial 4.0 International license.
Published 2022-12-30
A DIFFERENT LOOK AT HYBRID EDUCATION
The COVID-19 pandemic has accelerated changes in the way we learn, and has taught us that we need to be prepared to introduce hybrid models in pedagogical practices that can respond to unforeseen events, such as those we have recently experienced. Simply delivering a lesson using a digital device is not equivalent to providing quality online education. We need to start designing programs that adapt to the realities posed by these two different environments - analog and virtual - and establish the links that allow the connection of the activities carried out in these environments. In this article, a model of teaching and learning in face-to-face contexts is presented that is based on a fluid transition between face-to-face and online moments. To do so, four elements are essential: a conception based on a new (online) perspective, a new approach to time management, increased student autonomy, and the development of a continuous, formative and diversified assessment system.
Publications, IP and Thesis
Recent Posts
Research projects
Supervision of doctoral theses
Recent Posts
- Raffaghelli, JE & Sangrà, A. (Eds.) (2023). Data Cultures in Higher Education. Emergent Practices and the Challenge Ahead. Springer. ISBN 978-3-3031-24192-5. https://link.springer.com/book/10.1007/978-3-031-24193-2.
- Raffaghelli, JE & Sangrà, A. (2023). Data Cultures in High Education: Acknowledging Complexity. In Raffaghelli, JE & Sangrà, A. (Eds.) (2023). Data Cultures in Higher Education. Emergent Practices and the Challenge Ahead. Springer (pp. 1-40). ISBN 978-3-3031-24192-5. https://link.springer.com/chapter/10.1007/978-3-031-24193-2_1.
- Raffaghelli, JE & Sangrà, A. (2023). Data, Society and the University: Facets of a Complex Problem. In Raffaghelli, JE & Sangrà, A. (Eds.) (2023). Data Cultures in Higher Education. Emergent Practices and the Challenge Ahead. Springer (pp. 41-70). ISBN 978-3-3031-24192-5. https://link.springer.com/chapter/10.1007/978-3-031-24193-2_2.
- Raffaghelli, JE & Sangrà, A. (2023). Conclusion: Building Fair Data Cultures in Higher Education. In Raffaghelli, JE & Sangrà, A. (Eds.) (2023). Data Cultures in Higher Education. Emergent Practices and the Challenge Ahead. Springer (pp. 355-384). ISBN 978-3-3031-24192-5. https://link.springer.com/chapter/10.1007/978-3-031-24193-2_15.
- Cabrera, N., Fernández-Ferrer, M., Maina, M.F., & Sangrà, A. (2023). Design of a self-assessment proposal for the development of self-regulation in higher education. RIED-Ibero-American Journal of Distance Education, 26(1), 223-244. https://doi.org/10.5944/ried.26.1.34028.
- Sangrà, A. (Coord.) (2022). Improving Online Teaching. Practical Guide for Quality Online Education. UOC-IAU Publishing House. ISBN: 978-84-9180-937-1. Open access: https://openaccess.uoc.edu/bitstream/10609/122307/3/9788491809371_nonsale.pdf.
- Gallifa, J. & Sangrà, A. (2022). Transform the University. Challenges, opportunities and proposals from a global perspective. UOC Publishing. ISBN: 978-84-9180-9931-9. Open access: http://hdl.handle.net/10609/134926.
- Sangrà, A. (2022). A different look at Hybrid Education. Video Journal of Social and Human Research, 1 https://doi.org/10.18817/vjshr.v1i2.33.
- González-Sanmamed, M.; Sangrà, A.; & Lorenzo-Quiles, O. (2022). Extended learning in the digital society: combining formal and informal settings. Culture & Education, 34 https://doi.org/10.1080/11356405.2022.2109268.
- Estevez, I.; Souto-Seijo, A.; González-Sanmamed, M.; & Sangrà, A. (2022). Combining education scenarios and modalities: the contextual dimension of health sciences professors' learning ecologies. Culture & Education, 34 https://web.archive.org/web/20221201083212/https://www.tandfonline.com/doi/full/10.1080/11356405.2022.2109266.
- Guàrdia, L., Cabrera, N., & Sangrà, A. (2022). Professional development of online university teachers: an analysis from learning ecologies. EDUCATE, 58 https://doi.org/10.5565/rev/educar.1528.
- Brasher, A.; Whitelock, D.; Holmes, W.; Pozzi, F.; Persico, D.; Manganello, F.; Passarelli, M., & Sangrà, A. (2022). Comparing the comparators: how should the quality of education offered by online universities be evaluated? European Journal of Education, 57(2), 306-324, https://doi.org/10.1111/ejed.12497.
- Sangrà, A., Arnold, D., & Gallifa, J. (2022). Leadership and tensions at the university: the challenge of integrating digital education. American Journal of Distance Education, 36 https://doi.org/10.1080/08923647.2022.2027687.
- Prats, M.A., Sangrà, A., Palau, R., Riera, J., Roig, R., Sarramona, J., & Trujillo, F. (2022). Teacher training and professional development in a hybrid digital context: challenges and opportunities from the perspective of their competencies. In Gisbert-Cervera, M., Lázaro-Cantabrana, J.L., & Esteve-González, V. (Coords.). Research and innovation in the digital age. Contributions from educational technology. Octahedron. ISBN: 9788419023865.
- Sangrà, A.; Guitert, M.; & Romeu, T. (2022). Ensuring online quality teaching through initial teachers' training and support. In Kumar, S. & Arnold, P. (Eds.). Quality in Online Programs: Approaches and Practices in Higher Education. Brill/AECT. (pp. 173-193). ISBN: 9789004510838.
- Sangrá, A., Raffaghelli, J.E., González-Sanmamed, M., & Muñoz-Carril, P.C. (2021). Professional development of primary school teachers from the perspective of learning ecologies: new ways of updating in uncertain times. Publications, 51(3), 21-45. https://doi.org/10.30827/publicaciones.v51i3.20790.
- Cabrera, N., Maina, M., & Sangrà, A. (2021). Professional development for school leadership: An approach from learning ecologies. Education 39st Century, XNUMX(2), 101-122. https://doi.org/10.6018/educatio.463851.
- Sangrà, A. (coord.) (2021). Decàleg for the majority of online teaching. Proposals for educating in discontinuous face-to-face contexts. UOC Publishing. ISBN: 978-84-9180-850-3. Open access: https://openaccess.uoc.edu/bitstream/10609/122307/2/9788491808510_no_venal_CA.pdf.
- Sangrà, A. (koord.) (2021). Online-irakaskuntza hobettzeko dekalogoa. Testuinguru presentzial ez-jarraituetan hezteko proposamenak. Udako Euskal Universitatea-Editorial UOC. ISBN: 978-84-8438-791-6.
- Gallifa, J. & Sangrà, A. (2021). Transforming the University. Challenges, opportunities and proposals from a global perspective. Editorial UOC. ISBN: 978-84-9180-838-1. Open access: http://hdl.handle.net/10609/134926
- SPI General: 1.876 (85/272), SPI Education: 0.032 (68/94)
- Zawacki-Richter, O., Conrad, D., Bozkurt, A., Aydin, C.H., Bedenlier, S., Jung, I., Stöter, J., Veletsianos, G., Blaschke, L.M., Bond, M., Broens, A., Bruhn, E., Dolch, C., Kalz, M., Kerres, M., Kondakci, Y., Marin, V., Mayrberger, K., Müskens, W., Naidu, S., Qayyum, A., Roberts, J., Sangrà, A., Senyo Loglo, F., Slagter van Tryon, P.J., Xiao, J. (2020). 开放教育：一个有待进一步研究的领域 (Elements of Open Education: An Invitation to Future Research). Distance Education in China, 2, 46-77. https://doi.org/10.13541/j.cnki.chinade.2021.02.006.
- Sangrà, A. (2021). Videoconferencing and online teaching. Muñoz, JM & Suñé, X. (Dirs.). ODITE Special Report on educational trends: Education in times of pandemic 2020. Cyberspiral (pp. 144-159). https://web.archive.org/web/20220703000805/https://odite.ciberespiral.org/comunidad/odite/recurso/educacion-en-tiempos-de-pandemia-2020-informe/a992697b-58fb-4760-9c04-2e569af72f87.
- Raffaghelli, J., Manca, S., Stewart, B., Prinsloo, P. & Sangrà, A. (2020). Supporting the development of critical data literacies in higher education building blocks for fair data cultures in society. International Journal of Educational Technology in Higher Education, 17, 58. https://doi.org/10.1186/s41239-020-00235-w
- Arnold, D. & Sangrà, A. (2020). Digital Education Leadership Development for Strategic Change in Higher Education. In Wang, V. (Ed.). Educational Leadership: Perspectives, Management and Challenges. Nova Science Publishers (Ch. 9, pp. 185-214). ISBN: 9781536185669.
- Sangrà, A. (Coord.) (2020). Decalogue for improving online teaching. Proposals for educating in discontinuous contexts. UOC Publishing. ISBN: 9788491807759. https://openaccess.uoc.edu/bitstream/10609/122307/1/9788491807766_no_venal_ES.pdf.
- Sangrà, A. (2020). Teaching and learning online: overcoming social distance. In Sangrà, A. (Coord.). Decalogue for improving online teaching. Proposals for educating in discontinuous contexts. UOC Publishing. (pp. 27-44). ISBN: 9788491807759. https://openaccess.uoc.edu/bitstream/10609/122307/1/9788491807766_no_venal_ES.pdf.
- Sangrà, A. (2020). Epilogue: Towards models of discontinuous or intermittent presence. In Sangrà, A. (Coord.). Decalogue for improving online teaching. Proposals for educating in discontinuous contexts. UOC Publishing. (pp. 207-215). ISBN: 9788491807759. https://openaccess.uoc.edu/bitstream/10609/122307/1/9788491807766_no_venal_ES.pdf.
- Sangrà, A. & Cleveland-Innes, M. (2020). Leadership in a New Era of Higher Distance Education. In Cleveland-Innes, M. & Garrison, R. (Eds.). An Introduction to Distance Education. Second Edition. Routledge (pp. 149-167). ISBN: 9781138054417.
- Sangrà, A. (2020). Time for educational transformation. Educational Innovations Magazine, 22(Special), 22-27. https://doi.org/10.22458/ie.v22iespecial.3249
- Zawacki-Richter, O., Conrad, D., Bozkurt, A., Aydin, C.H., Bedenlier, S., Jung, I., Stöter, J., Veletsianos, G., Blaschke, L.M., Bond, M., Broens, A., Bruhn, E., Dolch, C., Kalz, M., Kerres, M., Kondakci, Y., Marin, V., Mayrberger, K., Müskens, W., Naidu, S., Qayyum, A., Roberts, J., Sangrà, A., Senyo Loglo, F., Slagter van Tryon, P.J., Xiao, J. (2020). Elements of Open Education: An Invitation to Future Research. The International Review of Research in Open and Distributed Learning (IRRODL), 21(3) 319-334. https://doi.org/10.19173/irrodl.v21i3.4659
- Marín, V., Bond, M., Zawacki-Richter, O., Aydin, C., Bedenlier, S., Bozkurt, A., Conrad, D., Jung, I., Kondakci, Y., Prinsloo, P ., Qayyum, A., Roberts, J., Sangrà, A., Slagter van Tryon, P., Veletsianos, G., & Xiao, J. (2020). A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education. Open Praxis, 12 http://doi.org/10.5944/openpraxis.12.2.1071
- Ghislandi, P.; Raffagheli, J.; Sangrà, A. & Ritella, G. (2020). The street lamp paradox: Analyzing students' evaluation of teaching through qualitative and quantitative approaches. Journal of Educational, Cultural and Psychological Studies, 21, 65-85. https://dx.doi.org/10.7358/ecps-2020-021-ghis
- Romeu, T., Guitert, M., Raffaghelli, J. & Sangrà, A. (2020). Mirroring learning ecologies of outstanding teachers to teach integrating ICT. Communicate, 62, 31-42, DOI: https://doi.org/10.3916/C62-2020-03
- González-Sanmamed, M., Sangrà, A., Estévez, I. & Souto, A. (2020). Learning ecologies in the digital era: Challenges for higher education. Publications, 50 https://doi.org/10.30827/publicaciones.v50i1.15671
- Pozzi, F., Manganello, F., Passarelli, M., Persico, D., Brasher, A., Holmes, W., Whitelock, D. & Sangrà, A. (2019). Ranking Meets Distance Education: Defining Relevant Criteria and Indicators for Online Universities. International Review of Research in Open and Distributed Learning, 20 https://doi.org/10.19173/irrodl.v20i5.4391
- Sangrà, A., Guitert, M., Cabrera-Lanzo, N., Taulats, M., Toda, L., & Carrillo, A. (2019). Collecting data for feeding the online dimension of university rankings: a feasibility test. Italian Journal of Educational Technology. https://doi.org/10.17471/2499-4324/1114
- Sangrà, A., Whitelock, D., Manganello, F., & Pozzi, F. (2019). Editorial. Quality issues in online higher education. Italian Journal of Educational Technology, 27(3), 203-206. https://doir.org/10.17471/2499-4324/1147
- Sangrà, A., Estévez, I., Iglesias, V. & Souto-Seijo, A. (2019). Teacher professional development through learning ecologies: Teachers' perspectives. EDUTEC. Electronic Journal of Educational Technology, 68, 42-52, DOI: https://doi.org/10.21556/edutec.2019.68.1307
- Sangrà, A., Raffaghelli, J. & Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology (BJET), 50(4), 1619-1638, https://doi.org/10.1111/bjet.12795
- Sangrà, A., Raffaghelli, J. & Veletsianos, G. (2019). Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era. British Journal of Educational Technology (BJET), 50(4), 1615-1618, https://doi.org/10.1111/bjet.12828
- Sangrà, A. (2019). The inclusion of doctors as a strategy to support knowledge transfer and innovation. In Parellada, M. (2019). CYD Report 2018: The contribution of Spanish universities to development. CYD Foundation (pp. 167-171).
- Arnold, D. & Sangrà, A. (2018). Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017). International Journal of Educational Technology in Higher Education (ETHE), 15: 24. https://doi.org/10.1186/s41239-018-0104-3 (Published online June 12)
- González-Sanmamed, M., Sangrà, A., Estévez, I. & Souto, A. (2018). Learning ecologies in the Digital Age: Challenges for Higher Education. Publications. 48(1), 11-38. TWO: http://dx.doi.org/10.30827/publicaciones.v48i1.7329.
- Rocosa, B., Sangrà, A. & Cabrera, N. (2018). School organization and the development of the Learning to Learn competence: A unique globalizing approach. Journal of Studies and Experiences in Education (REXE), 2
- https://doi.org/10.21703/rexe.Especial2_201831512
- González-Sanmamed, M.; Sangrà, A. & Muñoz-Carril, PC (2017). We can, we know how. But do we want to? Teaching attitudes toward ICT based on the level of integration of technology in the schools. Technology, Pedagogy and Education, 26 https://doi.org/10.1080/1475939X.2017.1313775
- Capogna, S. & Sangrà, A. (2016). E-learning Quality Standards. The case study of an online university. Scuola Democratica, 3/2016, 731-752, TWO: https://doi.org/10.12828/85527
- Ferran, N.; Sangrà, A. & Romero-Carbonell, M. (2016). The Changes in Teaching Methodology due to the ICT Integration. Journal of Computer Science and Information Technology, 4(1), 1-24. DOI: https://doi.org/10.15640/jcsit.v4n1a1.
- Romeu, T., Guitert, M. & Sangrà, A. (2016) Teacher collaboration network in Higher Education: reflective visions from praxis. Innovations in Education and Teaching International, 53(6), 592-604. DOI: https://doi.org/10.1080/14703297.2015.1025807.
- Sangrà, A. (2016). Presentation. In Nirchi, S. & Capogna, S. (Eds.). Tra educazione e società nell'era delle ICT. Luci e ombre del processo di innovazione digitale in educational field. Editoriale Anicia, pp. 9-11. ISBN: 9788867092727.
- Sangrà, A.; González-Sanmamed, M. & Anderson, T. (2015). Meta-Analysis of the Research about MOOCs during 2013-2014. EDUCATION XX1, 18 https://doi.org/10.5944/educxx1.14808
- Esposito, A.; Sangrà, A. & Maina, M. (2015). Emerging Learning Ecologies as a new challenge and essence for e-learning. The case of doctoral e-researchers. In Ally, M. & Khan, B. (Eds.) International Handbook of e-Learning (vol. 1). Routledge, pp. 331-342. ISBN: 978-1-138-79368-2.
- Sangrà, A.; González-Sanmamed, M. & Guitert, M. (2015). Connecting Inquiry-Based Learning with Collaborative Work in Online Education. In Blessinger, P. & Carfora, J. (Eds.) Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators. Innovations in Higher Education Teaching and Learning Series (vol. 3). Emerald Group Publishing, pp. 211-232. ISBN: 9781784418489.
- Maina, M.F., Pérez-Mateo, M.,Guàrdia, L. & Sangrà, A. (2015). Design of a teacher training course as Open Educational Practice. Procedia – Social and Behavioral Sciences, 196, 120 – 127. https://doi.org/10.1016/j.sbspro.2015.07.021
- González-Sanmamed, M.; Muñoz-Carril, PC & Sangrà, A. (2014). Level of proficiency and professional development needs in peripheral online teaching roles. International Review of Research in Open and Distance Learning (IRRODL), 15(6), 163-187. https://doi.org/10.19173/irrodl.v15i6.1771
Research projects
- Flexible Universal Educational Model for new hybrid (FLUENT) (KA220-HED-A1DBBD37) (2022-2025) Funding: €400,000 (Researcher)
- Enabling Extremely Creative, Inclusive, Inspiring Teachers for Europe (EXCIITE) (KA220-SCH-94D4FE66) Funding: €393,829 (Researcher)
- Professional Development in Digital Teaching and Learning (DigiTel Pro) (2020-1-NL01-KA226-HE-083080) (2021-2023) Funding: €170,000 (Researcher)
- Advancing higher education in Maldives through E-learning Development (AMED) (599008-EPP-1-2018-1-HR-EPPKA2-CBHE-JP) (2019-2022) Funding: 720,592.00€ (Researcher)
- Strategic partnership for the co-design of an innovative and scalable eportfolio ecosystem to improve the quality and visibility of skills (EPICA) (H2020-ICT-2017-1/ICT-39-2017-IA) (2017-2020). Funding: 1,897,450.01€ (Researcher).
- Creating an Online Dimension for University Rankings (CODUR) (2016-1-ES01-KA203-025432) (2016-2018) Funding: €172,082 (PI: Principal Investigator)
- How the best university teachers learn in the digital age: Impact of learning ecologies on teaching quality (ECO4LEARN-HE) (EDU2015-67907-R) (2016-2019) Funding: €27,830 (Researcher)
- Implementing a Central Asian Center for Teaching, Learning and Entrepreneurship (CACTLE) (561495-EPP-1-2015-1-AT-EPPKA2-CBHE-JP)(2015-2018). Financing: €942,604. (Researcher)
- Transforming Universities for the Digital Age (D-Transform) (2014-1-FR01- KA203-002425) (2014-2017). Funding: €449,822 (Researcher).
- Enhancing Quality in Technology-Enhanced Learning at Jordanian Universities (eQTel) (544491-TEMPUS-1-2013-1-ES-TEMPUS-SMGR) (2014-2016) Funding: €996,007.16 (PI: Principal Investigator)
- European Multiple MOOC Aggregator (EMMA) (621030- CIP) (2013-2015) Funding: €1,321,000 (Researcher)
- Lifelong learning ecologies: contributions of ICT to teachers' professional development (ECO4LEARN) (EDU2012-37334) (2013-2015) Funding: €16,000 (PI: Principal Investigator)
- Proposal for a competency-based reference framework for university professors and adaptation of training plans based on teaching competencies (REDU2012) (2013-2014) Funding: €11,900 (Researcher)
- Open Educational Practices: A Bottom-up Approach in Latin America and Europe to Develop a Common Higher Education Area (Opportunity) (DCI-ALA/19.09.01/11/21526/279-705/ALFA III) (2012-2014) Funding: €864,302 (Researcher)
- Development and evaluation of competencies through the Master's Final Project in virtual environments (2010MQD00155) (2011-2012) Funding: €9,000 (Researcher)
- Analysis of the Practicum in the Secondary School Teacher and Teaching Staff Study Plans: Towards an Innovative Model of Teacher Training (EA2011-0039) (2011-2012) Funding: €23,920 (Researcher)
- Competence reference mark for the design of teacher training programs for university professors (2010MQD00049) (2011-2012) (Researcher)
- Testing an Open Education Resource Framework for Europe (OERtest) (510718-LLP-1-2010-1-ES-ERASMUS-EVC) (2010-2012) Funding: €299,496 (Researcher)
- Competencies for online teaching: evaluation of the training offered to university professors within the framework of the EHEA (EA2010-0059) (2010-2011) Funding: €29,025 (PI: Principal Investigator)
- Identification, development and evaluation of teaching skills in the application of training plans aimed at university professors (EA2010-0099) (2010-2011) Funding: €28,675 (Researcher)
- Assessing competencies with asynchronous dialogic interaction tools: forums, blogs and wikis (EVALHIDA) (EA2008-0237) (2008-2009) Funding: €22,275 (Researcher)
- Competencies for professional working in learning environments: A perspective from different actors (AC2007) (2008-2008) Funding: €5.000 (Researcher)
- E-Learning network for the development of a Teaching and Learning service Center (eLene-TLC) (2006-4536/001-001) (2007-2009) Funding: €81,944 (Researcher)
- 3W: Communication Eines for the Millionaire of Teaching (2006MQD00044) (2006-2007) Funding: €7,700 (PI: Principal Investigator)
- Analysis of the Training and Innovation Support initiatives in Spanish universities for the promotion of the European convergence process (EA2006-0072) (2006-2007) Funding: €29,095 (Researcher)
- Implementing e-Learning 2.0 in everyday learning processes in higher and vocational education (e-JUMP 2.0) (135249-LLP-1-2007-1-EE-KA3-KA3MP) (2005-2007) Funding: €36,891 (Researcher)
- MEGATRENDS in e-Learning provision (NO/05/C/F/RF-83250) (2005-2007) Funding: €44,562 (Researcher)
- Sharing Learning Objects in an Open Perspective (SLOOP) (I/05/B/F/PP-154194) (2005-2007) Funding: €40,407 (Researcher)
- e-Learning Network for Teacher Training (eLene-TT) (2004-3043/001-001-ELE-LEL) (2005-2006) Funding: €107,249 (Researcher)
- The study of cases in virtual teaching and learning environments: a methodological resource for the acquisition of competences (2005MQD00041) (2005-2006) Funding: €6,000 (Researcher)
- EENOVATE (117111-CP-1-2004-1-RO-MINERVA-M) (2004-2006) Funding: €41,286 (Researcher)
- eQUALITY – Experience-based Quality in European ODL (110231-CP-1-2003-FR-MINERVA-M) (2003-2006) Funding: €74,707 (Researcher)
- Training seminar on e-learning for the UOC International Master's Degree in e-learning (5/100300003SB) (2005-2006) Funding: €3,350 (PI: Principal Investigator)
- Rénovation Pédagogique et Université Virtuelle (RP & UV) (CD-JEP-30066-2002-TEMPUS) (2005-2006) Funding: €56,655 (PI: Principal Investigator)
- Analysis of the electronic training offer of 1st and 2nd cycle in Spanish universities: Study of its contribution to the European convergence process (EA2004-0131) (2004-2005) Funding: €24,521 (PI: Principal Investigator)
- Analysis of current systems for evaluating learning and exploring alternative systems in the field of non-face-to-face education (MQD2002) (2003-2004) Funding: €9,300 (PI: Principal investigator)
- ACtive Teachers In Virtual Environments (ACTIV-e) (106217-CP-1-2002-1-COMENIUS-C21) (2002-2004) Funding: €65,590 (PI: Principal Investigator)
- RE2U – Romanian European e-University (100693-CP-1-2002-1-RO-MINERVA-M) (2002-2004) Funding: 16,000€ (Researcher)
- Developing a European e-Learning Observation System (DELOS) (2001-3452/001-001 EDU-ELEARN) (2001-2003) Funding: €57,114 (Researcher)
- Teacher's training e-Learning Materials on Euro & European Citizenship (EUROFORMATION) (71702-CP-2-2001-ES-COMENIUS-C21) (2001-2003) Funding: €31,456 (Researcher)
- Personalized curriculum builder in the federated virtual university of the Europe of the Regions (CUBER) (IST-1999-10737) (2000-2003) Funding: €265,392 (Researcher)
- Analysis of the use of ICT in primary and compulsory secondary education in Spain (ASTROLABIO) (FIT 150300-2001-50) (2000-2002) Funding: €54,692 (PI: Principal Investigator)
- How to build up European networks (HOW TO BUILD) (88062-CP-1-2000-1-HU-MINERVA-ODL) (2000-2001) Funding: 12,065€ (Researcher)
- Benchmarking of Virtual Campuses 2 (BENVIC-2) (71055-CP-2-2000-1-ES-MINERVA-ODL) (2000-2001) Funding: €40,628 (PI: Principal Investigator)
- Transnational Virtual Environment for Lifelong Learning (TRAVELLING) (E/98/2/0618/PI/II.1.1.c/CONT) (1999-2001) Funding: €22,673 (Researcher)
- Benchmarking of Virtual Campuses (BENVIC) (71055-CP-1-1999-1-ES-ODL-ODL) (1999-2000) Funding: €33,372 (PI: Principal Investigator)
- Multidimensional Approach for Multiplication of Training Environments (MAMUT) (E/99/1/61440/PI/III.3.a/CONT) (1999-2000) Funding: €19,500 (Researcher)
- ERMES – Educational Multimedia Software Production in Europe (ESPRITproject 24111-ERMES) (1997-1999) Funding: 128,000€ (Researcher)
Supervision of doctoral theses
- Gervacio, Juvy Lizette (2023). Capacity development for public servants through online education: The case of the MPM program of the UPOU. (Excellent Cum Laude) Open University of Catalonia. Co-director: Teresa Romeu Fontanillas.
- Baloco Navarro, Claudia P. (2022). Learning Ecologies of Faculty of Education Teachers and their Contribution to ICT-mediated Professional Development. (Excellent Cum Laude). Universidad del Norte (Barranquilla, Colombia). Co-supervised with Dr. Carmen Ricardo Barreto.
- Arnold, Deborah (2022). Supporting Leadership Development in European Universities: A Mixed Methods Study of Digital Education Leadership Literacies for Higher Education. (Excellent Cum Laude) (PhD Outstanding Award). Open University of Catalonia.
- Johnson, Nicole (2020). Capacity development through digital informal learning experiences: An exploration of the entrepreneurial competence development of self-employed Canadian mothers using a learning ecologies framework. (Excellent Cum Laude). Open University of Catalonia. Co-director: Mercedes González-Sanmamed..
- Rocky Alsina, Balbina (2019). The development of the competence of learning to learn with the support of ICT: Study from multiple cases to secondary education centers of Catalonia.[Learning to learn competence development with ICT support: Multiple case-study in Catalonian secondary schools] (Excellent Cum Laude). Open University of Catalonia. Co-director: Nati Cabrera.
- Serarols Boada, Jordi (2019). The implementation of ICT in the secondary education centers of Catalonia: Proposals of organization and management based on case studies. [Implementation of ICT in Catalonian secondary schools: Organization and management proposals from case studies] [(Excellent Cum Laude). Open University of Catalonia. Co-director: Nati Cabrera.
- Salas Soto, Marianela (2016). Conceptions and Perceptions of the Quality ofe-Learning in Latin America. [Conceptions and perceptions of e-learning quality in Latin America]-(Excellent). University of Barcelona. Co-director: Anna Escofet.
- Ferran Riera, Neus (2015). Canvis in the methodology and educational organization linked to the inteGratification of ICT to the classroom: the case of the Escoles Pies de Catalunya. [Methodology and educational organization changes linked to the Integration of ICT in the classroom: the case of the Escoles Pies of Catalonia] (Excellent Cum Laude): Universitat Oberta de Catalunya. Co-director: Marc Romero.
- Llorens Cerdà, Francesc (2014). Identification and evaluation of the consulting teaching function in els Postgraduate studies of the Open University of Catalonia. [Identification and evaluation of the online teaching function in postgraduate programs at the Universitat Oberta de Catalunya] (Excellent Cum Laude). Open University of Catalonia.
- Esposito, Antonella (2014). The transition 'from student to researcher' in the digital age. Probing emerging academic literacies of postgraduate 'e-researchers' to define a learning ecology for new kinds of doctoral research apprenticeship. (International Mention) (Excellent Cum Laude) (PhD Outstanding Award). Open University of Catalonia. Co-director: Marcelo Maina