Dimitrios Vlachopoulos
Richard W. Riley College of Education and Leadership
School of Higher Education, Leadership, and Policy
Degree Program
Doctor of Education (EdD)
Since 2005, Dr. Vlachopoulos has worked as Faculty member in different universities, including the University of Barcelona, the Autonomous University of Barcelona, the Open University of Catalonia, the Open University of Cyprus, the European University Cyprus, the University of Liverpool, the University of Roehampton London, Essex University, Wittenborg University and the University of California at Berkeley. Currently he is a PT Contributing Faculty member at Walden University. He obtained his PhD in Pedagogy (Instructional Technology and Distance Education) at the University of Barcelona and has 6 MA degrees in Business Administration (MBA), Quality Assurance in Higher Education, Program Evaluation and Accreditation, Teaching and Learning in Digital Environments, Professional Coaching and Southeast European Studies. In 2019 he achieved the status of Senior Fellow by the Higher Education Academy and in 2020 the status of Fellow of the Royal Society of Arts.
Courses Taught
RSCH 8110 - Research Theory, Design & Methods
Education
PhD, University of Barcelona
MBA, Open University of Catalonia
MA, National University of Athens
MA, University of Barcelona
MA, Open University of Catalonia - , Spain
DEA, University of Barcelona
BA, University of Patras
Awards / Honors
David A. Wilson Award for Excellence in Teaching & Learning, Laureate International Universities, 2015
Research Publication Award, Laureate Network Office, 2017
Research Publication Award, Laureate Network Office, 2017
Senior Fellow , Higher Education Academy, 2019
Fellow of the Royal Society of Arts, Royal Society for the encouragement of Arts, Manufactures and Commerce, 2020
Publications
Vlachopoulos, D. (2017). Τhe effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education.
Ashley-Welbeck, A., Vlachopoulos, D. (2020). Teachers’ Perceptions on Using Augmented Reality for Language Learning in Primary Years Programme (PYP) Education. International Journal of Emerging Technologies in Learning (iJET).
Vlachopoulos, D. (2020). COVID-19: Threat or Opportunity for Online Education?. Higher Learning Research Communications.
Tejeiro, R., Edwards, A., Vlachopoulos, D. (2019). The Application of an ‘Indirect Feedback’ Technique in Higher Education.
Vlachopoulos, D., Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education.
Phelps, A., Vlachopoulos, D. (2019). Successful transition to synchronous learning environments in distance education: A research on entry-level synchronous facilitator competencies. Education and Information Technologies.
Al Lily, A. E., full list of authors, see end (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development.
Vlachopoulos, D. (2009). La influencia de las nuevas tecnologías en el cambio de la cultura docente de los estudios clásicos. Ágora. Estudos Clássicos em Debate.
Vlachopoulos, D. (2012). The Final Year Project in social sciences: definition and establishment of its associated competences and evaluation standards. Studies in Educational Evaluation.
Vlachopoulos, D. (2013). Stress experienced by Baccalaureate students preparing for the Catalan University Access Examinations. The International Journal of Interdisciplinary Educational Studies .
Vlachopoulos, D. (2016). Assuring quality in e-learning course design: the roadmap. The International Review of Research in Open and Distributed Learning.
Mateo, J., Escofet, A., Mart\'\inez, Francesc, Ventura, J., Vlachopoulos, D. (2012). The Final Year Project (FYP) in social sciences: Establishment of its associated competences and evaluation standards. Studies in educational evaluation.
Mateo, J., Vlachopoulos, D. (2013). Reflections on the learning and assessment in the university in the context of a new higher education paradigm. EDUCACION XX1.
Tejeiro, R., Whitelock-Wainwright, A., Dimitrios, V. (2019). Cultural differences in university students’ expectations of feedback through learning analytics.
Vlachopoulos, D. (2012). Building an inclusive definition for e-learning: an approach to its conceptual framework. The International Review of research in Open and Distance Learning.