Learning Analytics for Innovation and Knowledge Application in Higher Education


LAIKA scientific production accumulates over forty research projects, more than fifty publications (journal and conference papers, books, book chapters) and nine supervised thesis by researchers whose updated curriculum vitae are available at LAIKA’s GROUP MEMBERS.

1. Journal Papers (selection)                          

Villalonga Pons, J., Besalú, M., Samà Camí, A., y Sancho-Vinuesa, T. (2023). Estrategias de aprendizaje de
estudiantes de Ingeniería en línea. RIED-Revista Iberoamericana de Educación a Distancia, 26(2).

Martínez-Carrascal, J. A., Hlosta, M., & Sancho-Vinuesa, T. (2023). Using Survival Analysis to Identify Populations of Learners at Risk of Withdrawal: Conceptualization and Impact of Demographics. The International Review of Research in Open and Distributed Learning, 24(1), 1-21. https://doi.org/10.19173/irrodl.v24i1.6589

Minguillón, J., Meneses, J., Aibar, E., Ferran-Ferrer, N., Fàbregues, S. (2021) Exploring the gender gap in the Spanish Wikipedia: Differences in engagement and editing practices. PLoS ONE 16(2): e0246702. https://doi.org/10.1371/journal.pone.0246702

Monzo, Carlos; Cobo, Germán; Moreno, José Antonio; Santamaría Pérez, Eugènia; García Solórzano, David (2021). Remote Laboratory for Online Engineering Education: The RLAB-UOC-FPGA Case Study. Electronics, 10(9), 1072. DOI: https://doi.org/10.3390/electronics10091072.

Martínez-Monés, A., Dimitriadis, Y., Acquila-Natale, E., Álvarez, A., Caeiro-Rodríguez, M., Cobos, R., Conde-González, M. A., García-Peñalvo, F. J., Hernández-Leo, D., Menchaca, I., Muñoz-Merino, P. J., Ros, S., y Sancho-Vinuesa, T. (2020). Achievements and challenges in learning analytics in Spain: The view of SNOLA. RIED. Revista Iberoamericana de Educación a Distancia, 23(2), pp. 187-212. doi: http://dx.doi.org/10.5944/ried.23.2.26541

Figueroa-Cañas, J; Sancho-Vinuesa, T. (2020). Early Prediction of Dropout and Final Exam Performance in an Online Statistics Course. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. Vol. 15, no. 2, pp. 86-94, May 2020, doi: https://doi.org/10.1109/RITA.2020.2987727.

Martínez‐Carrascal, J.A.; Márquez Cebrián, D.; Sancho‐Vinuesa, T.; Valderrama, E. (2020). Impact of early activity on flipped classroom performance prediction: A case study for a first‐year Engineering course. Computer Applications in Engineering Education. DOI: 10.1002/cae.22229.

Monzo, C.; Cobo, G.; Morán, J. A.; Santamaría, E; García-Solórzano, D. (2020) Lab@Home: The Open University of Catalonia Hands-on Electronics Laboratory for Online Engineering Education. Electronics, 2020; 9(2), 222. https://doi.org/10.3390/electronics9020222.

Marco-Galindo, M. J., Simó, J. M. M., & Alpiste, M. F. (2018). A computer engineering curriculum model for teaching software development to bridge the gap between academia and industry. The International journal of engineering education34(4), 1410-1418. https://www.scimagojr.com/journalsearch.php?q=12345&tip=sid&clean=0

Grau-Valldosera, J., Minguillón, J., & Blasco-Moreno, A. (2018). Returning after taking a break in online distance higher education: from intention to effective re-enrollment. Interactive Learning Environments, 27(3), 307-323. DOI: https://doi.org/10.1080/10494820.2018.1470986

García Solórzano, D.; Santamaría Pérez, E.; Morán Moreno, J. A; Cobo Rodríguez, G.; Monzo Sánchez, C (2018) Personal informatics systems for supporting self-regulation in online learning environments. Computer Applications in Engineering Education, 26, 1445-1456.

Figueroa-Cañas, J; Sancho-Vinuesa, T. (2018) Investigating the relationship between optional quizzes and final exam performance in a fully asynchronous online calculus module. Interactive Learning Environments. DOI: https://doi.org/10.1080/10494820.2018.1559864

Gaona, J., Reguant, M., Valdivia, I., Vásquez, M., & Sancho-Vinuesa, T. (2018). Feedback by automatic assessment systems used in mathematics homework in the engineering field. Computer Applications in Engineering Education, 26(4), 994–1007. http://doi.org/10.1002/cae.21950

Sancho-Vinuesa, T.; Masià, R.; Fuertes-Alpiste, M.; Molas-Castells, N. (2018). Exploring the Effectiveness of Continuous Activity with Automatic Feedback in Online Calculus. Computer Applications in Engineering Education. 26(1), 62-74. DOI: https://doi.org/10.1002/cae.21861

Subirats, L.; Reguera, N.; Bañón, A.M.; Gómez-Zúñiga, B.; Minguillón, J; & Armayones, M. (2018). “Mining Facebook Data of People with Rare Diseases: A Content-Based and Temporal Analysis”. International Journal of Environmental Research and Public Health 15, no. 9: 1877. https://doi.org/10.3390/ijerph15091877.

Figueroa-Cañas, J.; Sancho-Vinuesa, T. (2017) Exploring the Efficacy of Practicing with Wiris-Quizzes in Online Engineering Mathematics. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, Vol. 12.

Calm, R.; Masià, R.; Olivé, R.; Olivé, C.; Parés, N.; Pozo, F.; Ripoll, J.; Sancho-Vinuesa, T. (2017) Use of wiris quizzes in an online calculus course. Journal of Technology and Science Education JOTSE, Vol. 7, No. 2, 221-230. Online ISSN: 2013-6374 – Print ISSN: 2014-5349. https://doi.org/10.3926/jotse.253.

Lladós-Masllorens, J., Aibar, E., Meseguer-Artola, A., Minguillón, J., & Lerga, M. (2017). Explaining teaching uses of Wikipedia through faculty personal and contextual features. Online Information Review, 41(5), 728-743. DOI: https://doi.org/10.1108/OIR-10-2016-0298

Alemán de la Garza. L., Sancho-Vinuesa, T. y Gómez-Zermeño, M. G. (2015). Atypical: Analysis of a Massive Open Online Course (MOOC) with a terminal efficiency of 22.35%. Global Education Review, Vol. 2, No. 3, 68-81. Retrieved from: http://ger.mercy.edu/index.php/ger/article/view/127

Sancho-Vinuesa, T.; Oliver, M.; Gisbert Cervera, M. (2015) Moocs en cataluña: un instrumento para la innovación en educación superior. Educación XX1: Revista de la Facultad de Educación, ISSN 1139-613X, Vol. 18, No. 2, 125-146.

Meseguer-Artola, A., Aibar, E., Lladós, J., Minguillón, J. and Lerga, M. (2015). Factors that influence the teaching use of Wikipedia in higher education. Journal of the Association for Information Science and Technology. doi: https://doi.org/10.1002/asi.23488

Aibar, E., Lladós, J., Meseguer-Artola, A., Minguillón, J. and Lerga, M. (2015) Wikipedia at university: what faculty think and do about it. The Electronic Library, 33(4), 668 – 683.

Castaño-Muñoz, J.; Duart Montoliu, J.M.; Sancho-Vinuesa, T. (2015) Determinants of Internet use for interactive learning: an exploratory study. New approaches in educational research, Vol. 4, No. 1, 24-31.

Alemán de la Garza, L.; Sancho-Vinuesa, T; Gómez Zermeño, G. M. (2015) Indicators of pedagogical quality for the design of a Massive Open Online Course for teacher training. RUSC. Revista de Universidad y Sociedad del Conocimiento, Vol. 12, No 1, 105-119.

Grau-Valldosera, J., Minguillón, J. (2014) Rethinking Dropout in Online Higher Education: The Case of the Universitat Oberta de Catalunya. International Review of Research in Open and Distance Learning, 15(1)

Sancho-Vinuesa, T., Daza, V. (2014) Estrategia para el seguimiento y evaluación de los aprendizajes en un MOOC de introducción al álgebra. Digital Education Review, No. 25, 36-50.

2. Books and chapters of Books                          

Minguillón J., Conesa J., Rodríguez M.E., Santanach F. (2018). Learning Analytics in Practice: Providing E-Learning Researchers and Practitioners with Activity Data. In: Spector J. et al. (eds) Frontiers of Cyberlearning. Lecture Notes in Educational Technology. Springer, Singapore.

Escudero-Viladoms, N. and Sancho-Vinuesa, T. (2016). Confidence and learning: affective and cognitive aspects in online mathematics with automatic feedback. In Santi Caballé and Robert Clarisó (ed.) Formative Assessment, Learning Data Analytics and Gamification in ICT Education. Elsevier.

Marco-Galindo, M., Pastor-Collado, J., & Macau-Nadal, R. (2015). ” The Experience of an Online University Course for Learning Written Communication Skills in ICT Studies”. In Learning and Teaching Writing Online. Leiden, The Netherlands: Brill. doi: https://doi.org/10.1163/9789004290846_009.

Ferran-Ferrer, N; Garreta Domingo, M; Prieto-Blázquez, J.; Córcoles, C.; Sancho-Vinuesa, T.; Sanatanach, F. (2014). Mobile Learning in Higher Education: the case of a purely online university. In Mohamed Ally and Avgoustos Tsinakos (Ed.) Increasing Access Through Mobile Learning. Commonwealth of Learning and Athabasca University, Vancouver.

3. Conference Papers (selection)                          

Arnedo-Moreno, J. and García-Solórzano, D.(2020) “Programming is Fun! A Survey of the STEAM Digital Distribution Platform,” 2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T), Munich, Germany, 2020, pp. 1-4, doi: 10.1109/CSEET49119.2020.9206214.

Marco-Galindo, M-J.; Minguillón, J. and Sancho-Vinuesa, T. (2020) Análisis de la progresión de los estudiantes en una asignatura introductoria a la programación mediante redes bayesianas. XXVI Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI 2020). Actas de las Jenui, vol. 5., 69-76.

Jiménez, R., Sancho-Vinuesa, T. and Romeu, T. (2020) La revisión entre iguales para matemáticas en educación secundaria. XXIII Congreso Internacional Educación y tecnología EDUTEC 2020, Málaga (España), 27-30 de octubre.

Martinez-Carrascal, J.A.; Valderrama, E. and Sancho-Vinuesa, T. (2020) Combining clustering and sequential pattern mining to detect behavioral differences in log data: conceptualization and case study. Learning Analytics Summer Institute Spain 2020: Learning Analytics. Time for Adoption?, June 15-16.

Arnedo-Moreno, J.; Tesconi, S.; Marco, M.J.; García-Solórzano, D. and Fondo, M. (2019). “A Study on the Use of Gameful Approaches in Self-paced ‘learn to code’ (SPL2C) Apps”. A: Arnedo, J; González, C.S; Mora, A. GamiLearn 2019. Proceedings of the 3rd International Symposium on Gamification and Games for Learning. CEUR-WS, pàg. 1 – 8

Figueroa-Cañas, J. and Sancho-Vinuesa, T. (2019) Predicting early dropout students is a matter of checking completed quizzes: the case of an online statistics module. Learning Analytics Summer Institute  Spain (LASI Spain 19), June 27-28, Vigo (Spain).

Martínez, J.A.; Campuzano, J; Sancho-Vinuesa, T.; Valderrama, E. (2019) Predicting student performance over time. A case study for a blended-learning engineering course.  Learning Analytics Summer Institute  Spain (LASI Spain 19), June 27-28, Vigo (Spain).

Jiménez-García, B., Solà, C. P., Balado, P. A., & Galindo, M. J. M. (2019). Aprendiendo a programar. Nuevos retos, nuevas propuestas. Actas de las Jornadas sobre Enseñanza Universitaria de la Informática4, 71-78.

Vàzquez, M., Bañeres, D., & Marco-Galindo, M. J. (2016). Implementació de l’avaluació de competències transversals i específiques. Revista del Congrés Internacional de Docència Universitària i Innovació (CIDUI), (3).

Cobo, G.; García-Solórzano, D.; Santamaría, E.; Morán, J.A.; Melenchón, J.; Monzo, C. (2011). Modeling students’ activity in online discussion forums: a strategy based on time series and agglomerative hierarchical clustering. In Proceedings of the Fourth International Conference on Educational Data Mining (EDM 2011), 253-257, ISBN: 978-90-386-2537-9.

García-Solórzano, D.; Cobo, G.; Santamaría, E.; Morán, J.A.; Monzo, C.; Melenchón, J.(2012). Educational monitoring tool based on faceted browsing and data portraits. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (LAK ’12), Simon Buckingham Shum, Dragan Gasevic, and Rebecca Ferguson (Eds.). ACM, New York, NY, USA, 170-178. DOI=10.1145/2330601.2330645 http://doi.acm.org/10.1145/2330601.2330645.

4. PhD Thesis                                                                 

2023 – La enseñanza de la programación en la infancia: estudio de casos de la situación en Cataluña.

PhD Student: Carlos Casado-Martínez. Supervisor: Teresa Sancho, Julio Meneses

2022 – Pràctica continuada i feedback automàtic en l’aprenentatge de matemàtiques en línia: un estudi des de la perspectiva de les analítiques d’aprenentatge.

PhD Student: Josep Figueroa Cañas. Supervisor: Teresa Sancho

2020 – A dropout definition for continuance intention and effective re-enrolment models in online distance learning

PhD Student: Josep Grau Valldosera.  Supervisor: Julià Minguillón   

2016 – Modelo de indicadores de calidad de un Curso online masivo y abierto (mooc): el caso de un curso para el desarrollo profesional docente

PhD Student: Lorena Alemán de la Garza.  Supervisor: Teresa Sancho

2011 – El uso de Internet para la interacción en el aprendizaje: un análisis de la eficacia y la igualdad en el sistema universitario catalán

PhD Student: Jonatan Castaño Muñoz. Supervisor: Teresa Sancho, Josep M. Duart

2006 – Usos educativos de las TIC, competencias tecnológicas y rendimiento académico de los estudiantes universitarios barineses. Una perspectiva causal y comparada con sus pares Estadounidenses y Europeos

PhD Student: Carlos Godoy Rodriguez. Supervisor: Teresa Sancho

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