CVNUNEZ

José Carlos Núñez

Full Professor of Developmental and Educational Psychology, University of Oviedo. Spain

José Carlos Núñez Pérez is Professor of Developmental and Educational Psychology at the University of Oviedo (Spain). He is responsible for the Doctoral Program of this Department. He teaches both at the undergraduate and graduate level in several universities in Spain and Portugal. His research focuses on the scientific study of motivational-cognitive, emotional, and social dimensions among students with learning difficulties, as well as the analysis of self-regulated learning strategies. He has participated in several local, national and international research projects. He has directed many doctoral theses and other research works. He has published both in national and international journals and publishers. He is currently Director of the Department of Psychology, member of the Governmental Council of the University of Oviedo, and Board Member of Official Psychological Association of Asturias. He is also member of the National Academy for Research in Learning Disabilities (IARLD) and the International Institute of School Psychology, and Associate Director of several scientific journals.

CONFERENCE ABSTRACT
Research on Computer Based Learning Environments (CBLEs) is a topic that counts on an important international theoretical framework. However, CBCLEs are changing, advancing day after day, what means new implications for the teaching-learning process (T-L), and new challenges for students, teachers and institutions. The e-learning, b-learning, hypermedia environments, virtual campus, among others, are decisive agents of the T-L process in Higher Education in Spain. The universities that offer studies totally or partially online are more every day, and the use of LMSs (Learning Management Systems) is already generalized. A priori, the CBLEs seem to add several advantages to the face-to-face alternative; however, literature advises of the fact that learning on CBLEs is particularly demanding in terms of planning, meta-cognition, monitoring and regulation of behavior. In this conference, we reflect on learning on virtual environments in Higher Education from data provided by a recent research on this topic.