CarlosGonzalez2

Carlos González

Director.

Profesor Titular, Facultad de Educación UC.

Grados Académicos
  • Postdoctoral Fellow, Institute of Education, University of London.
  • Ph.D. en Educación, The University of Sydney, Australia.
  • Master de Educación, The University of Sydney, Australia.
  • Sociólogo, Pontificia Universidad Católica de Chile.
Proyectos de Investigación

  • 2021-2024: Student experience of Higher Education in Chile: expectations and realities. (Renovación) Núcleo Milenio. Director.

  • 2021-2024: Información y decisiones en la trayectoria técnico - profesional. Fondecyt Regular. Co-investigador.

  • 2020-2024: Docencia en la educación superior chilena. Fondecyt regular N°1201636. Investigador responsable.

  • 2018-2021: Student experience of Higher Education in Chile: expectations and realities. Núcleo Milenio. Director.

  • 2016-2020: Integrando learning analytics y la experiencia de aprendizaje de estudiantes universitarios de primer año para mejorar sus procesos y resultados de aprendizaje. Fondecyt Regular N°1161413. Investigador responsable.

Publicaciones Recientes

  • Ponce, D., Gonzalez, C.(2026) Online Teaching Practices in STEM in Higher Education During the Pandemic. Can. J. Sci. Math. Techn. Educ. 26, 47.

  • Hilliger, I., Pérez-Sanagustín, M., González, C., Villalobos, E., & Celis, S. (2026). A GAI-Based Chatbot for Scaffolding Self-Regulated Learning: Insights from a Design-Based Research Approach. Journal of Learning Analytics, 13(1), 74-88.

  • Hilliger, I., Pérez-Sanagustín, M., Villalobos, E., Ferreira, R., Gonzalez, C. (2026). Scaffolding Learning Scenarios with a Socratic Chatbot: Insights from Educators. In: Tammets, K., Sosnovsky, S., Ferreira Mello, R., Pishtari, G., Nazaretsky, T. (eds) Two Decades of TEL. From Lessons Learnt to Challenges Ahead. EC-TEL 2025. Lecture Notes in Computer Science, vol 16064. Springer, Cham.

  • González C, Ponce D (2025), "An observational study of teachers' and students' behaviors in synchronous online classrooms". Journal of Applied Research in Higher Education, Vol. 17 No. 2 pp. 687–705.

  • Martínez Locci, C., & González Ugalde, C. (2025). Barreras para la implementación de una docencia centrada en el aprendizaje de los estudiantes en el área de la salud. Páginas De Educación, 18(2), e4569.

  • Villalobos Díaz, E., Hilliger, I., Gonzalez, C., Celis, S., Pérez-Sanagustín, M., & Broisin, J. (2024). The Mediating Role of Learning Analytics: Insights into Student Approaches to Learning and Academic Achievement in Latin America. Journal of Learning Analytics, 11(1), 6-20.

  • Villalobos, E., Hilliger, I., Pérez-Sanagustín, M., González, C., Celis, S., Broisin, J. (2023). Analyzing Learners’ Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach. In: Viberg, O., Jivet, I., Muñoz-Merino, P., Perifanou, M., Papathoma, T. (eds) Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200. Springer, Cham.

  • González, C., Ponce, D. & Fernández, V. (2023) Teachers’ experiences of teaching online during COVID-19: implications for postpandemic professional development. Education Tech Research Dev 71, 55–78.

  • Peña, P., Gonzalez, C., & Montenegro, H. (2019). Development of a Scale for the Assessment of Practices and Conceptions of University Teachers (EPCEP). Formación universitaria, 12(6), 15-26.

  • Salinas-Espinosa, Álvaro L., Rozas-Assael, T., Cisternas-Alarcón, P., & González-Ugalde, C. (2019). Factores asociados a la práctica reflexiva en estudiantes de pedagogía. Magis, Revista Internacional De Investigación En Educación, 11(23), 95-114.

  • Olivares, R; & González, C. (2019) Undergraduate research or research-based courses: Which is most beneficial for science students? Research in Science Education. 49(1), 91 – 107.

  • Hongbiao, Y. & González, C. (2018). Undergraduate students’ approaches to studying and perceptions of learning context: A comparison between China and Chile. Higher Education Research & Development. 37(7), 1530 – 1544.

  • Olivares, R. & González, C. (2018). Biology and medicine students’ experience of the relationship between teaching and research. Higher Education. 76(5), 849 – 864.

  • Marchant. J., González, C. & Fauré, J. (2018) The impact of a university teaching development programme on student approaches to studying and learning experience: evidence from Chile. Assessment & Evaluation in Higher Education. 43(5), 597 – 709.

  • Sandoval. A., González, C., Alarcón, R., Pichara, K. & Montenegro, M. (2018). Centralized student performance prediction based on low cost variables in an institutional context. The Internet & Higher Education. 37(April), 76 – 89.