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2020
- González, L., Aracil, X., Serres, J., Calvo, A., Minguillón, J., & Meneses, J. (2020). Evaluando el proceso para asegurar los resultados: Experiencia de una intervención institucional orientada a la retención de los estudiantes de primer año. In C. Lindín, M. B. Esteban, J. C. F. Bergmann, N. Castells., & P. Rivera-Vargas (Eds.), Llibre d’Actes de la I Conferència Internacional de Recerca en Educació (IRED’19): Reptes, Tendències i Compromisos (pp. 1016-1024). Barcelona: Institut de Recerca en Educació (Universitat de Barcelona). ISBN: 978-84-17934-76-7. http://www.ub.edu/ired19
2019
- Meneses, J., Minguillón, J., González, L., & Martínez-Aceituno, T. (2019). ESPRIA. Millora de l’Acompanyament dels Estudiants de Primer Any. Barcelona: Universitat Oberta de Catalunya. http://hdl.handle.net/10609/103166.
- Xavier, M., & Meneses, J. (2019, July 10). Persistence, dropout, and the time-factor in fully online higher education: A qualitative study with first-year students. Paper presented at the 2019 IN3 Open Workshop for Young Researchers, Castelldefels (Barcelona).
2018
- González, L., Minguillón, J., Martínez-Aceituno, J. A., & Meneses, J. (2018). Institutional support to provide freshmen with flexible learning paths at course and semester level in open higher education. In J. M. Duart, & A. Szucs (Eds.), Proceedings of the 10th EDEN Research Workshop: Towards Personalized Guidance and Support for Learning (pp. 344-350). Budapest: European Distance and E-Learning Network. ISBN: 978-615-5511-25-7. (PDF)
- Xavier, M., & Meneses, J. (2018). The time factor in studies on dropout in online higher education: Initial review of the literature and future approaches. In J. M. Duart, & A. Szucs (Eds.), Proceedings of the 10th EDEN Research Workshop: Towards Personalized Guidance and Support for Learning (pp. 357-363). Budapest: European Distance and E-Learning Network. ISBN: 978-615-5511-25-7
- Minguillón, J., Conesa, J., Rodríguez, M. E., & Santanach, F. (2018). Learning Analytics in Practice: Providing E-Learning Researchers and Practitioners with Activity Data. In Frontiers of Cyberlearning (pp. 145-167). Springer, Singapore. (PDF)
