Velibor Mladenovici

@dppd.uvt.ro/staff-dppd

Teacher Training Department
West University of Timisoara

https://researchid.co/velibor.mladenovici

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

228

Scholar Citations

Scholar h-index

Scholar i10-index

Scopus Publications

Dynamics of change of academics’ teaching approaches: A latent profile transition analysis
Marian D. Ilie, Peter Van Petegem, Velibor Mladenovici, and Laurenţiu P. Maricuţoiu
Elsevier BV

The Quest for More Caring and Humanity in Digital Assessment
Gabriela Domilescu and Velibor Mladenovici
Springer Nature Singapore

Happy teacher, healthy class? Linking teachers’ subjective well-being to high-school and university students’ physical and mental health in a three-level longitudinal study
Zselyke Pap, Laurentiu Maricuțoiu, Delia Vîrgă, Marian Ilie, Velibor Mladenovici, Bianca Popescu, and Daniela Valache
Springer Science and Business Media LLC

Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence
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

A cross-lagged panel model analysis between academics’ conceptions of teaching and their teaching approaches
Velibor Mladenovici and Marian D. Ilie
Informa UK Limited

Approaches to teaching in higher education: the perspective of network analysis using the revised approaches to teaching inventory
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.

Transferring Learning into the Workplace: Evaluating a Student-centered Learning Approach through Computer Science Students’ Lens
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.

Students’ approach to learning: evidence regarding the importance of the interest-to-effort ratio
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.

Reviewing the research on instructional development programs for academics. Trying to tell a different story: A meta-analysis
Marian D. Ilie, Laurențiu P. Maricuțoiu, Daniel E. Iancu, Izabella G. Smarandache, Velibor Mladenovici, Dalia C.M. Stoia, and Silvia A. Toth
Elsevier BV

RECENT SCHOLAR PUBLICATIONS

The Quest for More Caring and Humanity in Digital Assessment
G Domilescu, V Mladenovici
Digital Assessment in Higher Education: Navigating and Researching 2024

Dynamics of change of academics’ teaching approaches: A latent profile transition analysis
MD Ilie, P Van Petegem, V Mladenovici, LP Maricuţoiu
Studies in Educational Evaluation 81, 101349 2024

Towards a Consensus: Harmonizing Definitions and Consistency in Terminology Use of Conceptions of Teaching in Higher Education. A Systematic Literature Review
V Mladenovici, M Crasovan, MD Ilie
Journal of Educational Sciences 25 (1), 4-32 2024

A cross-lagged panel model analysis between academics’ conceptions of teaching and their teaching approaches
V Mladenovici, MD Ilie
Studies in Higher Education 48 (11), 1767-1780 2023

Academics’ pedagogical training: effects on teachers and students’ outcomes, a multilevel analysis
MD Ilie, JD Vermunt, V Mladenovici, Z Pap, LP Maricuțoiu
20th Biennial EARLI Conference for Research on Learning and Instruction 2023

Is teachers’ well-being associated with students’ school experience? A meta-analysis of cross-sectional evidence
LP Maricuțoiu, Z Pap, E Ștefancu, V Mladenovici, DG Valache, ...
Educational Psychology Review 35 (1), 1 2023

EVALUATING THE IMPACT OF A PEDAGOGICAL TRAINING PROGRAM OFFERED TO AWARDED UNIVERSITY TEACHERS
R BALAN, N PURTAN, V MLADENOVICI
Journal of Pedagogy 2, 195-236 2023

Happy teacher, healthy class? Linking teachers’ subjective well-being to high-school and university students’ physical and mental health in a three-level longitudinal study
Z Pap, L Maricuțoiu, D Vrgă, M Ilie, V Mladenovici, B Popescu, ...
Social Psychology of Education, 811–831 2023

Students’ approach to learning: evidence regarding the importance of the interest-to-effort ratio
IG Smarandache, LP Maricutoiu, MD Ilie, DE Iancu, V Mladenovici
Higher Education Research & Development 41 (2), 546-561 2022

Transferring Learning into the Workplace: Evaluating a Student-centered Learning Approach through Computer Science Students' Lens.
M Erascu, V Mladenovici
CSEDU (2), 442-449 2022

Approaches to teaching in higher education: the perspective of network analysis using the revised approaches to teaching inventory
V Mladenovici, MD Ilie, LP Maricuțoiu, DE Iancu
Higher education, 255–277 2022

Raport intermediar 1 (Ri1) privind evaluarea pretest a cadrelor didactice s, ia student, ilor din grupul t, inta [Intermediate Report 1 (Ri1) on the pretest assessment of
MD Ilie, NA Bibu, A Isac, V Mladenovici, DE Iancu
2021

Raport final privind evaluarea eficienței programelor educaționale desfășurate n cadrul proiectului „mpreună universități și angajatori. Un sistem integrat de programe
V Maricuțoiu, L.P., Ilie, M.D., Iancu E.D., Mladenovici
http://cda.uvt.ro/wp-content/uploads/2023/01/Raport-final-de-evaluare-a 2021

Raport final (Rf) privind evaluarea impactului programelor de formare a cadrelor didactice din grupul țintă al proiectului.
A Ilie, M.D., Bibu, N.A., Iancu, E.D., Mladenovici, V., Isac
https://cda.uvt.ro/wp-content/uploads/2023/01/Raport-final-Rf-CDU-si 2021

Raport intermediar 2 (Ri2) privind analiza de impact a programului de formare derulat cu primele două grupe de participanți
V MLADENOVICI, DE IANCU, A ISAC, MD ILIE, NA BIBU
https://cda.uvt.ro/wp-content/uploads/2023/01/Raport-intermediar-Ri2-pretest 2021

Raport intermediar 1 (Ri1) privind evaluarea pretest a cadrelor didactice și a studenților din grupul țintă
A ISAC, V MLADENOVICI, DE IANCU, MD ILIE, NA BIBU
https://cda.uvt.ro/wp-content/uploads/2023/01/Raport-intermediar-Ri1-pretest 2021

Reviewing the research on instructional development programs for academics. Trying to tell a different story: A meta-analysis
MD Ilie, LP Maricuțoiu, DE Iancu, IG Smarandache, V Mladenovici, ...
Educational Research Review 30, 100331 2020

Promoting student-centred forms of learning across an entire university: The West university of Timişoara project
MD Ilie, MO Bunoiu, DE Iancu, V Mladenovici, IG Smarandache, ...
Bologna process beyond, 131-135 2020

Effectiveness of an instructional development program for academics: Teachers’ approaches to teaching, students’ perceptions of teaching and approaches to learning
V Mladenovici, MD Ilie, LP Maricuţoiu, DE Iancu, IG Smarandache
Unpublished manuscript 2019

Raport final (Rf) privind evaluarea impactului competiției de granturi didactice UVT
DVMCR BALAN, N PURTAN

MOST CITED SCHOLAR PUBLICATIONS

Happy teacher, healthy class? Linking teachers’ subjective well-being to high-school and university students’ physical and mental health in a three-level longitudinal study
Z Pap, L Maricuțoiu, D Vrgă, M Ilie, V Mladenovici, B Popescu, ...
Social Psychology of Education, 811–831 2023
Citations: 18

A cross-lagged panel model analysis between academics’ conceptions of teaching and their teaching approaches
V Mladenovici, MD Ilie
Studies in Higher Education 48 (11), 1767-1780 2023
Citations: 8

Dynamics of change of academics’ teaching approaches: A latent profile transition analysis
MD Ilie, P Van Petegem, V Mladenovici, LP Maricuţoiu
Studies in Educational Evaluation 81, 101349 2024
Citations: 5

Transferring Learning into the Workplace: Evaluating a Student-centered Learning Approach through Computer Science Students' Lens.
M Erascu, V Mladenovici
CSEDU (2), 442-449 2022
Citations: 4

EVALUATING THE IMPACT OF A PEDAGOGICAL TRAINING PROGRAM OFFERED TO AWARDED UNIVERSITY TEACHERS
R BALAN, N PURTAN, V MLADENOVICI
Journal of Pedagogy 2, 195-236 2023
Citations: 1