Velibor Mladenovici
@dppd.uvt.ro/staff-dppd
Teacher Training Department
West University of Timisoara
My Ph.D. research is linked to the instructional development for higher education teachers area, including academics' conceptions about learning and teaching as well as their teaching approaches to uncover their impact on students' learning outcomes. Also, my ongoing research interests relate to various educational topics such as curriculum and instruction and advanced quantitative statistical techniques (e.g., network analysis, latent growth analysis, multilevel modeling, etc.).
RESEARCH, TEACHING, or OTHER INTERESTS
Social Sciences, Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Marian D. Ilie, Peter Van Petegem, Velibor Mladenovici, and Laurenţiu P. Maricuţoiu
Elsevier BV
Zselyke Pap, Laurentiu Maricuțoiu, Delia Vîrgă, Marian Ilie, Velibor Mladenovici, Bianca Popescu, and Daniela Valache
Springer Science and Business Media LLC
L. P. Maricuțoiu, Z. Pap, E. Ștefancu, V. Mladenovici, D. G. Valache, B. D. Popescu, M. Ilie, and D. Vîrgă
Springer Science and Business Media LLC
Velibor Mladenovici and Marian D. Ilie
Informa UK Limited
Velibor Mladenovici, Marian D. Ilie, Laurențiu P. Maricuțoiu, and Daniel E. Iancu
Springer Science and Business Media LLC
AbstractOver time, the academics’ approaches to teaching (i.e., content- or learning-focused approach) were intensively studied. Traditionally, studies estimated the shared variance between the items that describe a behavioral pattern (i.e., the psychometric approach), defined as a learning- or content-focused approach to teaching. In this study, we used a different perspective (i.e., network analysis) to investigate academics’ approaches to teaching. We aimed to bring in new insights regarding the interactions between the elements that define academics’ approaches to teaching. We used the Revised Approaches to Teaching Inventory to collect responses from 705 academics (63.97% female) from six Romanian universities. The main results indicated that academics’ conceptions about the subject matter are central to their preferences concerning the adoption of a content-focused or a learning-focused approach to teaching. The estimated network is stable across different sub-samples defined by the academic disciplines, class size, academics’ gender, and teaching experience. We highlighted the implications of these findings for research and teaching practice in higher education. Also, several recommendations for developing pedagogical training programs for academics were suggested. In particular, this study brings valuable insights for addressing academics’ conception about the subject matter and suggests that this could be a new topic for pedagogical training programs dedicated to university teachers.
Mădălina Eraşcu and Velibor Mladenovici
SCITEPRESS - Science and Technology Publications
: Over time, instructional training activities for academics that promote student-centered learning (SCL) increased. However, few things are known about the extent to which academics’ learning is transferred into the daily teaching practice. In this study, we investigated the impact of transferring learning into the workplace of an Informatics teacher (first author of this paper) seeking to promote SCL within a new discipline in her portfolio (i.e., Software Engineering ). For this purpose, a quasi-experimental design with pre- and post-test was employed. Self-reported data were collected as follows: from the experimental group, there were 52 students (28.8% female) at the pre-test, and 29 students (37.9% female) at the pre-test, while from the control group, data were collected from 26 students (34.6% female) at the pre-test and 19 students (47.3% female) at the post-test. Independent t-test analysis showed that the SCL initiative had only a positive impact on student learning approaches and teaching quality as perceived by students. Concerning students’ learning approaches, the SCL initiative had no effect. Several interpretations and perspectives of the current study are discussed.
Izabella G. Smarandache, Laurentiu P. Maricutoiu, Marian D. Ilie, Daniel E. Iancu, and Velibor Mladenovici
Informa UK Limited
ABSTRACT Existing science evidence sustained that students’ preferences for a learning approach (i.e., deep or surface learning) depend on several contextual variables. In this study, we used the network psychometrics perspective to investigate the interactions between the elements that define students’ learning preferences. We aimed to understand which are the central elements of the students’ behavior patterns used when they decide to adopt one specific learning approach. We used the Revised Two-Factor Study Process Questionnaire to collect responses from a large sample of university students (5357 students, 73% female). The results indicated that the interest-to-effort ratio is central to students’ preference for deep or surface learning. Also, we found that the estimated network is stable across different groups defined by the academic disciplines, students’ gender, and year of study. These results are presented as arguments for using the workload and students’ interest as topics in pedagogical programs dedicated to academics.
Marian D. Ilie, Laurențiu P. Maricuțoiu, Daniel E. Iancu, Izabella G. Smarandache, Velibor Mladenovici, Dalia C.M. Stoia, and Silvia A. Toth
Elsevier BV