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Chrysi Rapanta is a researcher hired by Universidade Nova de Lisboa, Faculty of Social and Human Sciences. She has a PhD in Communication Sciences (Switzerland, 2011) and ten years of experience in research and teaching of dialogic and argumentative practices in the classroom. Her book “Argumentation strategies in the classroom” (Vernon Press, 2019) is her most important pedagogical manual. She has also published in journals of a great international impact, such as: Review of Educational Research, British Journal of Educational Technologies, and International Journal of Educational Research.
Identification

Personal identification

Full name
Chrysi Rapanta

Citation names

  • Rapanta, Chrysi

Author identifiers

Ciência ID
8617-4AA0-F8A8
ORCID iD
0000-0002-9424-3286
Researcher Id
AAG-6176-2019
Scopus Author Id
55332234400

Knowledge fields

  • Social Sciences - Media and Communications
  • Social Sciences - Educational Sciences
  • Social Sciences - Other Social Sciences - Social Sciences, Interdisciplinary

Languages

Language Speaking Reading Writing Listening Peer-review
Greek (Mother tongue)
English Advanced (C1) Advanced (C1) Advanced (C1) Advanced (C1)
Spanish; Castilian Advanced (C1) Advanced (C1) Advanced (C1) Advanced (C1)
Italian Advanced (C1) Advanced (C1) Advanced (C1) Advanced (C1)
French Intermediate (B1) Advanced (C1) Intermediate (B1) Intermediate (B1)
Portuguese Advanced (C1) Advanced (C1) Advanced (C1) Advanced (C1)
Education
Degree Classification
2011/09/26
Concluded
 Communication sciences / Education (recognition in Portugal 2021) (Doctor of Philosophy)
Università della Svizzera Italiana, Switzerland
 cum laude
2004/09/15 - 2006/09/28
Concluded
 Ciências de Educação (DEA)
Major in Intervenção em Pedagogia e Psicopedagogia
Universidad de Granada, Spain
 Excelente
1999/09/10 - 2004/07/04
Concluded
 Psicologia (Licence)
Aristoteleio Panepistemio Thessalonikes, Greece
Affiliation

Science

Category
Host institution 		Employer
2019/02/01 - Current Contracted Researcher (Research) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2015/07/01 - 2019/01/31 Postdoc (Research) Fundação para a Ciência e a Tecnologia, Portugal
Universidade Nova de Lisboa Instituto de Filosofia, Portugal
2008/04/01 - 2011/09/30 Research Assistant (Research) Università della Svizzera Italiana, Switzerland

Teaching in Higher Education

Category
Host institution 		Employer
2019/02/01 - Current Invited Assistant Professor (University Teacher) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2021/02/01 - 2022/01/31 Tutor (University Teacher) Universidad Abierta de Cataluña, Spain
2018/01/01 - 2020/12/31 Invited Assistant Professor (University Teacher) Universidade da Beira Interior Centro de Formação Interação UBI Tecido Empresarial, Portugal
2012/01/20 - 2015/06/30 Assistant Professor (University Teacher) Zayed University, United Arab Emirates

Others

Category
Host institution 		Employer
2007/09/03 - 2008/03/10 Instructor of Spanish Sigmanet Language School, Greece
2007/09/10 - 2008/02/25 Educational Psychologist Refugees' Welcome Centre, Greece
2004/12/01 - 2005/05/27 Sociocultural Activities Co-ordinator RECREA Ltd., Spain
2002/09/02 - 2003/02/03 Stage Trainee and Volunteer (minority education, drama teaching, design of extra-curricular activities) Association for the Social Support of Youth (ARSIS), Greece
Projects

Grant

Designation Funders
2022/12/01 - 2024/11/30 ACT-Di-V: Active Citizenship Through Dialogue in Virtual teacher communities
2022-1-CY01-KA220-SCH-000089062
Principal investigator
European Commission
Ongoing
2018/10/01 - 2022/09/30 PHILOSOPHY FOR CHILDREN AND THE DAWN OF MORAL INTUITION: VALUES AND REASONS IN RATIONALITY AND REASONABILITY (P4C-AIM)
PTDC/FER-FIL/29906/2017
Researcher
Fundação para a Ciência e a Tecnologia
Concluded
2019/04/01 - 2022/05/01 Vamos cuidar do planeta! (Let's take care of the planet!)
vcp
Principal investigator
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal

Fundação Calouste Gulbenkian, Portugal
EEA Grants
Concluded
2019/10/01 - 2021/09/30 A-PLACE: Linking places through artistic practices
Principal investigator
European Commission Creative Europe
Concluded
2018/05/01 - 2021/05/01 DIalogue and Argumentation for cultural Literacy Learning in Schools
EU77045
Co-Principal Investigator (Co-PI)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
 European Commission
Concluded
2016/09/01 - 2018/10/31 Improving instructional practices through argument-based classroom teaching (IMPACT)
Projeto Exploratório NOVA FCSH
Principal investigator
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
 Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas
Concluded
2014/01/01 - 2014/12/31 Redundantly persuasive! Uncovering the limitations of repetition through argument teaching to Arabic undergraduates in English-speaking universities
R14028
Principal investigator
Zayed University, United Arab Emirates
 Zayed University
Concluded
2013/12/01 - 2014/12/31 How to support and assess pregraduates´ argument skills: a cross-cultural and cross- disciplinary study
Start-up project for new faculty
Principal investigator
Zayed University, United Arab Emirates
 Zayed University
Concluded

Contract

Designation Funders
2019/02/01 - Current Argumentation and Teacher Education
57/2016/CP1453/CT0066
Post-doc Fellow
Fundação para a Ciência e a Tecnologia, Portugal
 Fundação para a Ciência e a Tecnologia
Ongoing
2019/01/01 - 2019/12/31 Nova Institute of Philosophy
UID/FIL/00183/2019
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal

Universidade Nova de Lisboa Instituto de Filosofia, Portugal

Universidade NOVA de Lisboa, Portugal
Fundação para a Ciência e a Tecnologia
Concluded
2015/07/01 - 2019/01/31 LEARNING IN COMMUNITIES OF PRACTICE: AN ARGUMENTATIVE APPROACH TO EDUCATIONAL PRAXIS
SFRH/BPD/109331/2015
Post-doc Fellow
Fundação para a Ciência e a Tecnologia
Concluded
2008/04/01 - 2011/09/30 The Role of Communication in Rethinking Education in the Knowledge society (RED INK)
info:eu-repo/grantAgreement/SNSF/Programmes/PDFM11-118705/CH
PhD Student Fellow
New Media in Education Laboratory (NewMine Lab), Switzerland
 Schweizerischer Nationalfonds zur Förderung der wissenschaftlichen Forschung
Concluded

Other

Designation Funders
2018/01/10 - 2022/09/30 Evidence-based metaphors for diabetes care
PTDC/FER-FIL/28278/2017
Universidade Nova de Lisboa, Portugal
 Fundação para a Ciência e a Tecnologia
Concluded
Outputs

Publications

Book
  1. Macagno, Fabrizio; Rapanta, Chrysi. Escrita académica - Argumentação, Lógica da Escrita, Ideias e Estilo. Portugal: Pactor. 2021.
    Published
  2. Fabrizio Macagno; Chrysi Rapanta. The Logic of Academic Writing. Wessex Press. 2020.
  3. Rapanta, Chrysi. Argumentation strategies in the classroom. Vernon Press. 2019.
  4. Valerie Priscilla Goby; Catherine Nickerson; Rapanta, Chrysi. Managerial communication for the Arabian Gulf. United States: Business Expert Press. 2016.
    Published
Book chapter
  1. Rapanta, Chrysi; Iordanou, Kalypso. "Argumentation and critical thinking". In International Encyclopedia of Education(Fourth Edition), 575-587. Elsevier, 2023.
    Published • 10.1016/b978-0-12-818630-5.14073-4
  2. Rapanta, Chrysi; Susana Trovao. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research". In Dialogue for intercultural understanding: placing cultural literacy at the heart of learning, edited by Fiona Maine; Maria Vrikki, 9-26. Springer, 2021.
    Published • https://doi.org/10.1007/978-3-030-71778-0
  3. Rapanta, Chrysi; Pisano, Carlotta. "Structuring International University Students' Reflection and Meta-reflection Experiences Online". In Technology and Innovation in Learning, Teaching and Education, 141-155. Springer International Publishing, 2021.
    10.1007/978-3-030-73988-1_10
  4. Mercè Garcia-Mila; Rapanta, Chrysi; Macagno, Fabrizio; Ana Remesal. "Dialogic argumentative interaction environments for the development of cultural literacy dispositions of inclusion, tolerance and empathy.". In Educació 2019: reptes, tendències i compromisos, 820-826. Barcelona, Spain: Institut de Recerca en Educació, 2020.
    Published
  5. Garcia-Mila, Merce; Ana Remesal Ortiz; Rapanta, Chrysi; Macagno, Fabrizio. "Aprender a convivir en una Europa multicultural creando contextos de interacción dialógica argumentativa basada en el desarrollo de la inclusión, la tolerancia y la empatía". In Educación 2020-2022, 55-60. Spain: Universitat de Barcelona., 2020.
    Published
  6. Rapanta, Chrysi; Chrysi Rapanta. "Are you ready to collaborate? An adaptive measurement of students´ arguing skills before expecting them to learn together.". In Adaptive and adaptable learning, edited by Verbert, K., Sharples, M., & Klobucar, T., 234-246. Springer, 2016.
    Published • 10.1007/978-3-319-45153-4_18
Book review
  1. Rapanta, Chrysi. "Book review: Teaching as a design science.". 11, 1 (2014): 138-139. https://doi.org/10.18538/lthe.v11.n1.164.
    Published
Conference paper
  1. Chrysi Rapanta; Fabrizio Macagno; Merce Garcia-Mila; Ana Remesal Ortiz. "Dialogic Argumentative Interaction Enviroments for the Development of Cultural Literacy Dispositions of Inclusion, Tolerance and Empathy". 2020.
  2. Rapanta, Chrysi; Dilar Cascalheira. "From dialogic to argument-based teaching: Significant teacher moves in framing classroom-based argumentation dialogues.". Paper presented in 3rd European Conference on Argumentation, 2019.
    Published
  3. Rapanta, Chrysi. "Effect of intuitiveness of teachers’ arguments on quality of adolescent students’ inferences in social and natural sciences". 2018.
    Published
  4. Rapanta, Chrysi. "Commentary on Greco et al. “Analysing implicit premises within children’s argumentative inferences”.". 2018.
    Published
  5. Georgina Holden; Nicole Schadewitz; Rapanta, Chrysi. "Patterns for the creation of elearning content and activities in a university setting". 2010.
    Published • 10.1145/2328909.2328922
Encyclopedia entry
  1. Rapanta, Chrysi. Corresponding author: Rapanta, Chrysi. "Postdigital Citizenship Education". In Encyclopedia of Postdigital Science and Education. Springer, 2023. https://doi.org/10.1007/978-3-031-35469-4_40-1.
    Published • 10.1007/978-3-031-35469-4_40-1
  2. Rapanta, Chrysi. Corresponding author: Rapanta, Chrysi. "Post-Truth Argumentation". In Encyclopedia of Postdigital Science and Education. Springer, 2023. https://doi.org/10.1007/978-3-031-35469-4_55-1.
    Published • 10.1007/978-3-031-35469-4_55-1
  3. Rapanta, Chrysi. Corresponding author: Rapanta, Chrysi. "Postdigital Argumentation". In Encyclopedia of Postdigital Science and Education. Springer, 2023. https://doi.org/10.1007/978-3-031-35469-4_56-1.
    Published • 10.1007/978-3-031-35469-4_56-1
  4. Rapanta, Chrysi. Corresponding author: Rapanta, Chrysi. "Postdigital Citizenship". In Encyclopedia of Postdigital Science and Education. Springer, 2023. https://doi.org/10.1007/978-3-031-35469-4_3-1.
    Published • 10.1007/978-3-031-35469-4_3-1
Journal article
  1. Chrysi Rapanta; Andrea Miralda-Banda; Mercè Garcia-Milà; Maria Vrikki; Fabrizio Macagno; Maria Evagorou. "Detecting the factors affecting classroom dialogue quality". Linguistics and Education (2023): https://doi.org/10.1016/j.linged.2023.101223.
    10.1016/j.linged.2023.101223
  2. Chrysi Rapanta. "Defining openness in teachers’ ‘open’ questions". Pragmatics and Society (2023): https://doi.org/10.1075/ps.20015.rap.
    10.1075/ps.20015.rap
  3. Rapanta, Chrysi; Macagno, Fabrizio. "Introduction to the Special Issue "Boundaries between dialogic pedagogy and argumentation theory"". Dialogic Pedagogy: An International Online Journal 11 3 (2023): A1-A6. http://dx.doi.org/10.5195/dpj.2023.576.
    Open access • Published • 10.5195/dpj.2023.576
  4. Rapanta, Chrysi; Macagno, Fabrizio. "Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation". Dialogic Pedagogy: An International Online Journal 11 3 (2023): A65-A87. http://dx.doi.org/10.5195/dpj.2023.546.
    Open access • Published • 10.5195/dpj.2023.546
  5. Rapanta, Chrysi. "Piaget, Vygotsky and young people's argumentation: Sociocognitive aspects and challenges of reasoning "together" and "alone"". Learning, Culture and Social Interaction 39 (2023): https://doi.org/10.1016/j.lcsi.2023.100698.
    Published • 10.1016/j.lcsi.2023.100698
  6. Rapanta, Chrysi; Christodoulou, Andri. "Walton's types of argumentation dialogues as classroom discourse sequences". Learning, Culture and Social Interaction 36 (2022): 100352. http://dx.doi.org/10.1016/j.lcsi.2019.100352.
    Open access • Published • 10.1016/j.lcsi.2019.100352
  7. Rapanta, Chrysi; Macagno, Fabrizio. "Pragmatics, education and argumentation: Introduction to the special issue". Learning, Culture and Social Interaction 36 (2022): http://dx.doi.org/10.1016/j.lcsi.2019.100371.
    Published • 10.1016/j.lcsi.2019.100371
  8. Macagno, Fabrizio; Rapanta, Chrysi; Elisabeth Mayweg-Paus; Garcia-Mila, Merce. Corresponding author: Macagno, Fabrizio. "Coding empathy in dialogue". Journal of Pragmatics 192 (2022): 116-132. https://doi.org/10.1016/j.pragma.2022.02.011.
    Open access • Published • 10.1016/j.pragma.2022.02.011
  9. Rapanta, Chrysi. "Douglas Walton' s Contributions in Education". Informal Logic 42 1 (2022): 139-170. http://dx.doi.org/10.22329/il.v42i1.7222.
    10.22329/il.v42i1.7222
  10. Rapanta, Chrysi; Gonçalves, Cláudia; Pereira, João Rui; Cascalheira, Dilar; Gil, Beatriz; Morais, Rita; Cermáková, Anna; et al. "Multicultural classroom discourse dataset on teachers' and students' dialogic empathy". Data in Brief 39 (2021): http://dx.doi.org/10.1016/j.dib.2021.107518.
    Open access • Published • 10.1016/j.dib.2021.107518
  11. MacKenzie, Alison; Bacalja, Alexander; Annamali, Devisakti; Panaretou, Argyro; Girme, Prajakta; Cutajar, Maria; Abegglen, Sandra; et al. "Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)". Postdigital Science and Education 4 2 (2021): 271-329. http://dx.doi.org/10.1007/s42438-021-00259-z.
    Open access • Published • 10.1007/s42438-021-00259-z
  12. Rapanta, Chrysi; Felton, Mark K.. "Learning to Argue Through Dialogue: a Review of Instructional Approaches". Educational Psychology Review 34 2 (2021): 477-509. http://dx.doi.org/10.1007/s10648-021-09637-2.
    Open access • 10.1007/s10648-021-09637-2
  13. Rapanta, Chrysi. "Can teachers implement a student-centered dialogical argumentation method across the curriculum?". Teaching and Teacher Education 105 (2021): https://doi.org/10.1016/j.tate.2021.103404.
    Open access • Published • 10.1016/j.tate.2021.103404
  14. Rapanta, Chrysi; Maria Vrikki; Evagorou, Maria. "Preparing culturally literate citizens through dialogue and argumentation: Rethinking citizenship education". The Curriculum Journal 32 3 (2021): 475-494. https://doi.org/10.1002/curj.95.
    Open access • 10.1002/curj.95
  15. Rapanta, Chrysi; Botturi, Luca; Goodyear, Peter; Guàrdia, Lourdes; Koole, Marguerite. "Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education". Postdigital Science and Education 3 3 (2021): 715-742. http://dx.doi.org/10.1007/s42438-021-00249-1.
    Open access • Published • 10.1007/s42438-021-00249-1
  16. Iordanou, Kalypso; Rapanta, Chrysi. "Argue With Me: A method for developing arguing skills". Frontiers in Psychology 12 (2021): 1-14. https://doi.org/10.3389/fpsyg.2021.631203.
    Open access • 10.3389/fpsyg.2021.631203
  17. Rapanta, Chrysi; Garcia-Mila, Mercè; Remesal, Ana; Gonçalves, Cláudia. "The challenge of inclusive dialogic teaching in public secondary school". Comunicar 29 66 (2021): 21-31. http://dx.doi.org/10.3916/c66-2021-02.
    Open access • Published • 10.3916/c66-2021-02
  18. Rapanta, Chrysi; Leandro Madrazo; Maria Irene Aparício; Nuno Fonseca; Rosalice Pinto; Spela Verovsek. "Assessing the Quality and Social Impact of Creative Placemaking Practices". Annales Series Historia et Sociologia 31 3 (2021): 427-440. https://doi.org/10.19233/ASHS.2021.27.
    Published • 10.19233/ASHS.2021.27
  19. Luís, Rita; Rapanta, Chrysi. Corresponding author: Rapanta, Chrysi. "Towards (Re-)Defining historical reasoning competence: A review of theoretical and empirical research". Educational Research Review 31 (2020): http://dx.doi.org/10.1016/j.edurev.2020.100336.
    10.1016/j.edurev.2020.100336
  20. Rapanta, Chrysi; Botturi, Luca; Goodyear, Peter; Guàrdia, Lourdes; Koole, Marguerite. "Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity". Postdigital Science and Education 2 3 (2020): 923-945. http://dx.doi.org/10.1007/s42438-020-00155-y.
    Open access • Published • 10.1007/s42438-020-00155-y
  21. Macagno, Fabrizio; Rapanta, Chrysi. Corresponding author: Macagno, Fabrizio. "The Dimensions of Argumentative Texts and Their Assessment". Studia paedagogica 24 4 (2019): 11. http://dx.doi.org/10.5817/sp2019-4-1.
    Open access • Published • 10.5817/sp2019-4-1
  22. Rapanta, Chrysi. "Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions". Studia paedagogica 24 4 (2019): 45. http://dx.doi.org/10.5817/sp2019-4-2.
    Open access • Published • 10.5817/sp2019-4-2
  23. Rapanta, Chrysi; Trovão, Susana. "Shall we receive more refugees or not? A comparative analysis and assessment of Portuguese adolescents' arguments, views, and concerns". Pedagogy, Culture & Society 28 4 (2019): 581-603. http://dx.doi.org/10.1080/14681366.2019.1676298.
    Open access • Published • 10.1080/14681366.2019.1676298
  24. Rapanta, Chrysi; Mark Felton. "Mixed methods research in inquiry-based instruction: an integrative review". International Journal of Research & Method in Education 42 3 (2019): 288-304. https://doi.org/10.1080/1743727X.2019.1598356.
    Published • 10.1080/1743727X.2019.1598356
  25. Rapanta, Chrysi. "Argumentation As Critically Oriented Pedagogical Dialogue". Informal Logic 39 1 (2019): 1-31. https://doi.org/10.22329%2Fil.v39i1.5116.
    Open access • Published • 10.22329/il.v39i1.5116
  26. Rapanta, Chrysi; Macagno, Fabrizio. "Evaluación y promoción del razonamiento argumentativo entre estudiantes universitarios". Revista Lusofona de Educacao 45 45 (2019): 125-142. https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6996.
    Open access • Published • 10.24140/issn.1645-7250.rle45.09
  27. Rapanta, Chrysi. "Potentially Argumentative Teaching Strategies-And How To Empower Them". Journal of Philosophy of Education 52 3 (2018): 451-464. http://dx.doi.org/10.1111/1467-9752.12304.
    Published • 10.1111/1467-9752.12304
  28. Rapanta, Chrysi. "Teaching as abductive reasoning: The role of argumentation". Informal Logic 38 2 (2018): 293-311. https://doi.org/10.22329/il.v38i2.4849.
    Open access • Published • 10.22329/il.v38i2.4849
  29. Catherine Nickerson; Rapanta, Chrysi; Valerie Priscilla Goby. "Mobile or Not? Assessing the Instructional Value of Mobile Learning". Business and Professional Communication Quarterly (2017): https://doi.org/10.1177%2F2329490616663707.
    Published • 10.1177/2329490616663707
  30. Rapanta, Chrysi; Cantoni, Lorenzo. "The LinkedIn Endorsement Game: Why and How Professionals Attribute Skills to Others". Business and Professional Communication Quarterly 80 4 (2016): 443-459. http://dx.doi.org/10.1177/2329490616677044.
    Published • 10.1177/2329490616677044
  31. Rapanta, Chrysi; Dany Badran. "Supporting Emirati females leadership skills through teaching them how to debate: Design, assessment, and considerations". The International Journal of Management Education 14 2 (2016): 133-145. http://dx.doi.org/10.1016/j.ijme.2016.03.004.
    Published • 10.1016/j.ijme.2016.03.004
  32. Rapanta, Chrysi; Walton, Douglas. "The Use of Argument Maps as an Assessment Tool in Higher Education". International Journal of Educational Research 79 (2016): 211-221. http://dx.doi.org/10.1016/j.ijer.2016.03.002.
    Published • 10.1016/j.ijer.2016.03.002
  33. Rapanta, Chrysi; Macagno, Fabrizio. "Argumentation methods in educational contexts. Introduction to the special issue.". International Journal of Educational Research 79 (2016): 142-150. https://doi.org/10.1016/j.ijer.2016.03.006.
    Published • 10.1016/j.ijer.2016.03.006
  34. Rapanta, Chrysi. "Professores como facilitadores da argumentação entre estudantes: Uma necessidade emergente.". Revista Portuguesa de Pedagogia 50 2 (2016): 1-31. https://doi.org/10.14195/1647-8614_50-2_3.
    Open access • Published
  35. Rapanta, Chrysi; Dale Hample. "Orientations to Interpersonal Arguing in the United Arab Emirates, with Comparisons to the United States, China, and India". Journal of Intercultural Communication Research 44 4 (2015): 263-287. http://dx.doi.org/10.1080/17475759.2015.1081392.
    Published • 10.1080/17475759.2015.1081392
  36. Rapanta, Chrysi; Dany Badran. "Same but Different: Perceptions of Interpersonal Arguing In Two Arabic Populations (UAE & Lebanon)". Journal of Media Critiques 1 4 (2015): 119-131. http://dx.doi.org/10.17349/jmc115109.
    Published • 10.17349/jmc115109
  37. Rapanta, Chrysi; Douglas Walton. "Identifying paralogisms in two ethnically different contexts at university level / Identificación de paralogismos en dos contextos universitarios diferenciados étnicamente". Infancia y Aprendizaje 39 1 (2015): 119-149. http://dx.doi.org/10.1080/02103702.2015.1111610.
    Published • 10.1080/02103702.2015.1111610
  38. Rapanta, Chrysi. "“Insha´Allah I´ll do my homework”: adapting to Arab undergraduates at an English-speaking university in Dubai". Learning and Teaching in Higher Education: Gulf Perspectives 11 2 (2014): 60-67. http://dx.doi.org/10.18538/lthe.v11.n2.177.
    10.18538/lthe.v11.n2.177
  39. Rapanta, Chrysi; Catherine Nickerson; Valerie Priscilla Goby. ""Going Mobile" in Business Communication at an Arabian Gulf University". Business and Professional Communication Quarterly 77 4 (2014): 357-375. http://dx.doi.org/10.1177/2329490614545358.
    Published • 10.1177/2329490614545358
  40. Rapanta, Chrysi; Lorenzo Cantoni. "A reply to "Being in the users' shoes: Is there maybe another way?"". British Journal of Educational Technology 45 5 (2013): 780-781. http://dx.doi.org/10.1111/bjet.12104_2.
    Published • 10.1111/bjet.12104_2
  41. Rapanta, Chrysi; Lorenzo Cantoni. "Being in the users' shoes: Anticipating experience while designing online courses". British Journal of Educational Technology 45 5 (2013): 765-777. http://dx.doi.org/10.1111/bjet.12102.
    Published • 10.1111/bjet.12102
  42. Rapanta, Chrysi; Marcelo Maina; Nicole Lotz; Alberto Bacchelli. "Team design communication patterns in e-learning design and development". Educational Technology Research & Development 61 4 (2013): 581-605. http://dx.doi.org/10.1007/s11423-013-9306-5.
    Published • 10.1007/s11423-013-9306-5
  43. Rapanta, Chrysi; Garcia-Mila, Merce; Gilabert, Sandra. "What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education". Review of Educational Research 83 4 (2013): 483-520. http://dx.doi.org/10.3102/0034654313487606.
    Published • 10.3102/0034654313487606
  44. Rapanta, Chrysi. "Argumentation sequences in team design communication". Praxis, Revista de Psicologia 18 (2010): 107-124. https://dialnet.unirioja.es/servlet/articulo?codigo=4002063.
    Published
  45. Rapanta, Chrysi. "Understanding collaboration in team design, task-oriented interactions.". International Reports on Socio-Informatics, 7 1 (2010): 70-77. https://www.iisi.de/wp-content/uploads/2018/07/irsi_vol7_iss1_rapanta_understanding_collaboration_in_team_design__task-oriented_interactions.pdf.
    Open access • Published
  46. Rapanta, Chrysi. "The Activity Theory As a Framework to Describe and Analyze Design Communication". Design Principles and Practices: An International Journal—Annual Review 3 3 (2009): 407-416. https://doi.org/10.18848%2F1833-1874%2Fcgp%2Fv03i03%2F37684.
    Published • 10.18848/1833-1874/cgp/v03i03/37684
Journal issue
  1. Rapanta, Chrysi; Macagno, Fabrizio. "Boundaries between dialogic pedagogy and argumentation theory". Dialogic Pedagogy 11 3 (2023): https://dpj.pitt.edu/ojs/dpj1/issue/view/19.
    Published • Coeditor
  2. Rapanta, Chrysi; Macagno, Fabrizio. "Pragmatics, Education and Argumentation". Learning, Culture and Social Interaction 36 (2022): https://www.sciencedirect.com/journal/learning-culture-and-social-interaction/vol/36/suppl/C.
    Published • Coeditor
  3. Rapanta, Chrysi; Macagno, Fabrizio. "Argumentation methods in educational contexts". International Journal of Educational Research 79 (2016): https://www.sciencedirect.com/journal/international-journal-of-educational-research/vol/79/suppl/C.
    Published • Coeditor
Online resource
  1. Carreto, Carlos F. Clamote; Ceia, Carlos; Rapanta, Chrysi; Brito, Cristina; Alves, Daniel; NEVES, MARCO; Branco, Maria João Violante. Modelo Pedagógico em EaD da NOVA FCSH. 2023. https://www.fcsh.unl.pt/static/documentos/media_e_eventos/Modelo%20Pedag%C3%B3gico%20de%20Ensino%20%C3%A0%20Dist%C3%A2ncia%20-%20NOVA%20FCSH.pdf.

Other

Dataset
  1. Rapanta, Chrysi; Cascalheira, Dilar; Gil, Beatriz; Gonçalves, Cláudia; Garcia, D'Jamila; Morais, Rita; Pereira, João Rui; et al. Corresponding author: Rapanta, Chrysi. Dialogue and Argumentation for Cultural Literacy Learning in Schools: Multilingual Data Corpus. Zenodo.
    10.5281/ZENODO.4058182
Activities

Oral presentation

Presentation title Event name
Host (Event location)
2022/07 Practical tips on conducting a valid and reliable discourse analysis 5th Advanced Research Seminar
Centre for English, Translation and Anglo-Portuguese Studies of the Universidade Nova de Lisboa (Portugal)
2021/12 Argumentation and education: Suggestions for the design and evaluation of innovative pedagogical methods Dimensions of conflict: Language, education, politics (original in Italian)
Universitá degli Studi di Cattania (Italy)
2021/12 Defining and coding dialogical empathy. A proposal and considerations
Centre of Discourse Studies (Barcelona, Spain)
2021/11 Post-covid higher education: Towards balancing pedagogy and technology VII Simposio Internacional de formación de educadores SIFORED 2021
Universidad Colombiana Antonio Nariño (Colombia)
2020/03/08 (In Portuguese) "O professor facilitador" (The teacher as facilitator) Jornadas Pedagógicas de Educação Ambiental
ASPEA (Portuguese Association for Environmental Education) (Portugal)
2019/07/06 "From dialogic to argument-based teaching: Significant teacher moves in framing classroom-based argumentation dialogues" European Conference on Argumentation
(Netherlands)
2019/02/19 "Making sense of argumentation as a pedagogical practice through three qualitatively different sensemaking activities" International Research Symposium on “Better learning through Argumentation"
(Czech Republic)
2018/10/11 Towards defining the effectiveness of classroom-based dialogue European Association for Research in Learning and Instruction – SIG20&26 Conference
EARLI (Israel)
2018/07 Diálogo filosófico e argumentação na sala de aula: uma iniciativa interdisciplinar para a flexibilidade curricular Encontro Nacional de Filosofia e Flexibilidade Curricular
Universidade de Aveiro (Portugal)
2018/06/15 Argument-based teaching in different disciplinary fields Subway Summit Conference
Columbia University, Teachers' College (United States)
2017/09/15 (In Portuguese) Aprender a argumentar na educação em ciências (Learning to argue in science education) XVII Encontro Nacional de Educação em Ciências
(Portugal)
2017/08/23 Teaching science teachers how to argue: from research to action and vice versa European Science Education Research Association (ESERA) Conference
2017/06/20 Effect of intuitiveness of teachers’ arguments on quality of adolescent students’ inferences in social and natural sciences European Conference on Argumentation
(Switzerland)
2017/06 Teaching teachers how to argue: A shift of what? Cambridge Educational Dialogue Research Group Seminar
University of Cambridge (United Kingdom)
2015/06/15 AI systems for supporting argument evaluation and construction with argument maps in Higher Education European Conference on Argumentation
(Portugal)

Supervision

Thesis Title
Role 		Degree Subject (Type)
Institution / Organization
2023/11/01 - Current Using art to promote critical thinking in the EFL classroom
Supervisor
 Mestrado em Ensino do Inglês (Master)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2023/11/01 - Current Promoting critical thinking and communication through visible thinking routines in the EFL classroom
Supervisor
 Mestrado de Ensino em Inglês (Master)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2023/11/01 - Current Using picturebooks as prompt for spoken interaction and critical skills among EFL learners
Supervisor
 Mestrado de Ensino em Inglês (Master)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2023/11/01 - Current A inclusão de alunos de PLNM na disciplina de Português
Supervisor
 Mestrado em Ensino de Português (Master)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2023/11/01 - Current O uso da aprendizagem colaborativa para promover a intertextualide nas aulas do Português
Supervisor
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2023/11/01 - Current The communication of populist leaders. Argumentative and rhetorical strategies.
Supervisor
 Ciências da Comunicação (PhD)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2023/01/01 - Current The use of Artificial Intelligence tools to promote learning in higher education: Considerations for teacher professional development (original in Portuguese)
Supervisor of Mariana Peramezza Del Fiol
 Educação (PhD)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2023/01/01 - Current Intercultural Citizenship Education in South Africa’s Curriculum: English Language Teacher Preparedness and Cross-Cultural Understanding
Supervisor
 Didática das Línguas - Multilinguismo e Educação para a Cidadania Global (PhD)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2022/10/01 - Current Argumentation as a pedagogical practice in higher education and its potential to promote learning (Original in Spanish)
Co-supervisor of Ingrid Noemi González Palta
 Psychology (PhD)
Universidad Alberto Hurtado, Chile
2022/01/01 - Current Inclusive dialogic learning in English as a Foreign Language: enhancing intercultural citizenship
Supervisor of Pedro Filipe Matos Lopes
 Didática das Línguas - Multilinguismo e Educação para a Cidadania Global (PhD)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2020/09/01 - Current The ‘fluid’ approach to language teaching
Supervisor of Michele Broccia
 Didática das Línguas - Multilinguismo e Educação para a Cidadania Global (PhD)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2020/01/01 - Current The English language classroom as a site for promoting global citizenship education: an action research study
Co-supervisor of Shabnam Gulamhussen
Didática das Línguas - Multilinguismo e Educação para a Cidadania Global (PhD)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2021/09/15 - 2022/01/31 Flipped classroom as a method to improve learning in the field of Mathematics (original in Spanish)
Supervisor of Gloria Martínez Cerezo
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2021/09/15 - 2022/01/31 Flipped classroom and other active learning methods: do they promote learning? (original in Spanish)
Supervisor of Irene Blanco Ortiz
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2021/09/15 - 2022/01/31 Flipped learning for physical education at the primary school (original in Spanish)
Supervisor of Francisco José Remesal González
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2021/02/01 - 2021/06/15 Flipped learning for students with special education needs (Original in Spanish)
Supervisor of Andrea Sedeño Aguilera
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2021/02/01 - 2021/06/15 Physical education and flipped learning (Original in Spanish)
Supervisor of Esteban Rojas Delgado
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2021/02/01 - 2021/06/15 Flipped classroom as an innovative method for primary education (Original in Spanish)
Supervisor
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2021/02/01 - 2021/06/15 Flipped Classroom: For everything and everyone? (Original in Spanish)
Supervisor
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2021/02/01 - 2021/06 The impact of flipped learning on students' academic performance
Supervisor of Aura Santana Ojeda
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2021/02/01 - 2021/06 Flipping mathematics with flipped classroom (Original in Spanish)
Supervisor
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain
2016/09/01 - 2021/02/25 Communication of children with Portuguese as an Additional Language at the primary school (Original in Portuguese)
Co-supervisor of Adriana Padilha da Rosa Ramos
 Ciências da Comunicação (PhD)
Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2021/01/01 - 2021 Flipped learning as a method to increase students' participation (Original in Spanish)
Supervisor
 Education and TIC (Master)
Universidad Abierta de Cataluña, Spain

Event organisation

Event name
Type of event (Role) 		Institution / Organization
2020 - 2020 Advanced research seminar: Challenges, solutions and synergies (2020 - 2020)
Seminar (Co-organisor)
2019 - 2019 Ensino dialógico e discurso construtivo do professor: Da teoria à prática (2019 - 2019)
Conference (Other)
 Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2019 - 2019 Dialogue types and their applications (part of the 3rd International Conference on Argumentation) (2019 - 2019)
Symposium (Other)
 Rijksuniversiteit Groningen, Netherlands
2019 - 2019 Second International Research Meeting on Argumentation and Education (2019 - 2019)
Conference (Other)
 Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2018 - 2018 Pragmasophia- 2nd International Conference on Pragmatics and Philosophy (2018 - 2018)
Conference (Member of the Organising Committee)
 Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2018 - 2018 "Vamos lá argumentar" Teacher Conference (2018 - 2018)
Conference (Other)
 Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2018 - 2018 Bridging Dialogue, Inquiry and Argumentation: A necessary synergy for 21st century education (part of the European Association for Research in Learning and Instruction (EARLI) – SIG 20 & 26 Conference) (2018 - 2018)
Symposium (Other)
 Hebrew University of Jerusalem - Edmond J Safra Campus, Israel
2018 - 2018 Pragmatics, Education, and Argumentation (as part of the 3o Congresso Internacional de Filosofia) (2018 - 2018)
Symposium (Other)
 Universidade da Beira Interior Faculdade de Ciências Sociais e Humanas, Portugal
2016 - 2016 First International Research Meeting on Argumentation and Education (2016 - 2016)
Conference (Other)
 Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal

Jury of academic degree

Topic
Role 		Candidate name (Type of degree)
Institution / Organization
2022/01/11 M-Learning Methodology in the area of plastic and visual arts: A tool to enhance emotional intelligence in the Early Childhood Education classroom (original in Spanish)
(Thesis) Main arguer
 Elena Carrillo Campillo (Master)
Universidad Abierta de Cataluña, Spain
2022/01/10 Use of mobile devices with students with special education needs (original in Spanish)
(Thesis) Main arguer
 Ester Gonzalez Fernandez (Master)
Universidad Abierta de Cataluña, Spain
2022/01/10 The use of mobile devices (M-Learning) in Physical Education (original in Spanish)
(Thesis) Main arguer
 Jaime Gómez Peralta (Master)
Universidad Abierta de Cataluña, Spain
2021/10 Cultivating, Visualising and Assessing Critical Thinking in Online Learning Environments at the Higher Education Level
(Thesis) Main arguer
 Claire Hart (PhD)
RMIT University, Australia
2021/06/08 Flipping Learning in the Classroom (Original in Spanish)
(Thesis) Main arguer
 Marta Pérez García (Master)
Universidad Abierta de Cataluña, Spain
2021/06/08 Inverted classroom in the area of ¿¿mathematics in primary education (Original in Spanish)
(Thesis) Main arguer
 José Francisco González Altimiras (Master)
Universidad Abierta de Cataluña, Spain
2021/06/08 Flipped learning and motivation in the field of Physical Education in the 3rd cycle of Basic Education (Original in Spanish)
(Thesis) Main arguer
 Isaías Ayllón Benítez (Master)
Universidad Abierta de Cataluña, Spain
2021/06/08 Physical education through the flipped classroom (Original in Spanish)
(Thesis) Main arguer
 Ana Paniagua López (Master)
Universidad Abierta de Cataluña, Spain
2021/06/07 Flipping classroom in foreign language learning (Original in Spanish)
(Thesis) Main arguer
 Saray Rodríguez Vera (Master)
Universidad Abierta de Cataluña, Spain
2021/06/07 Flipped classroom in rural schools (Original in Spanish)
(Thesis) Main arguer
 Marina Busse Valverde (Master)
Universidad Abierta de Cataluña, Spain
2021/06/07 Flipped learning in business administration courses (Original in Spanish)
(Thesis) Main arguer
 Juan Antonio Batlle Vertiz (Master)
Universidad Abierta de Cataluña, Spain
2020/09 Analysis of argumentative competence development and proposal of an intervention at primary education
(Thesis) Main arguer
 Andrea Miralda Banda (PhD)
Universitat de Barcelona, Spain
2018/05/06 Argumentive writing as a collaborative activity
(Thesis) Main arguer
 Flora Albuquerque-Matos (PhD)
Teachers College of Columbia University, United States
2015/02/10 Perspectives of secondary school principals on the use of ICT in management (Original in Greek)
(Thesis) Main arguer
 Dimitrios Hatzipanagiotou (Master)
European University Cyprus, Cyprus
2015/02/10 The use of ICT by primary school teachers in teaching Mathematics and their perceptions of computer-based methods (Original in Greek)
(Thesis) Main arguer
 Niki Fakukaki (Master)
European University Cyprus, Cyprus

Ad Hoc journal article review

Journal title (ISSN) Publisher
2022/01/01 - Current Studies in Higher Education Routledge
2022/01/01 - Current Interacting with Computers Oxford Academic
2022/01/01 - Current Teaching & Teacher Education ScienceDirect
2022/01/01 - Current The Journal of Early Adolescence Sage
2022/01/01 - Current Reading Research Quarterly Wiley
2021/01/01 - Current Journal of Mixed Methods Research Sage
2020/03/01 - Current Applied Cognitive Psychology (1099-0720) Wiley
2020/01/01 - Current Computers & Education (0360-1315) Elsevier
2020/01/01 - Current Comunicar (1134-3478) Grupo Comunicar
2020/01/01 - Current Learning, culture and social interaction (2210-6561) Elsevier
2020/01/01 - Current Informal Logic University of Windsor, Canada
2020/01/01 - Current Springer Publisher, Field of Education Springer
2020 - Current International Journal for Research & Method in Education Routledge
2019/01/01 - Current Dialogic Pedagogy Journal Pittsburgh University
2019/01/01 - Current TOPOI Springer
2018/03/01 - Current Learning and Instruction (0959-4752) Elsevier
2016/04/06 - Current Science Education (1098-237X) Wiley
2016/01/01 - Current Business & Professional Communication Quarterly Sage
2015/06/06 - Current International Journal of Educational Research (0883-0355) Elsevier

Association member

Society Organization name Role
2018/01/01 - Current Associação Portuguesa de Ciências da Comunicação Member
2018/01/01 - Current Sociedade Portuguesa de Filosofia Member
2017/01/01 - Current Sociedade Portuguesa de Ciências da Educação Member
2010 - Current Ontario Society for the Study of Argumentation Member
2006/06/01 - Current International Society for the Study of Argumentation Member

Conference scientific committee

Conference name Conference host
2022/03/01 - 2022/09/30 Dialogue, inquiry and argumentation: shaping the future(s) of education University of Utrecht (https://earli.org/SIG20-SIG26-2022#submissions)
2021/05/01 - 2022/09/30 European Conference on Argumentation Università di Roma Tre
2013/03/01 - 2013/08/30 Swiss Society for Research in Education Scuola universitaria professionale della Svizzera italiana (SUPSI)

Course / Discipline taught

Academic session Degree Subject (Type) Institution / Organization
2023/09/01 - Current Argumentação e Educação Mestrados de ensino (UC transversal) (Mestrado) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2023/02/01 - Current Education, Curriculum and Multiculturalism (Mestrado) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2022/09/01 - Current Educational Psychology (Mestrado) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2022/09/01 - Current Language & Intercultural Education Ensino de Inglês (Mestrado) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2021/02/01 - Current Final project writing methodology Education and TIC (Master Universitario) Universidad Abierta de Cataluña, Spain
2019/09/10 - Current Teacher training course (Colóquio-Ação de curta duração acreditada pelo CCPFC) Title: "Dialogic teaching and teachers' constructive discourse" (Outros) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2019/04/24 - Current Teacher training course (Colóquio-Ação de breve duração acreditada pelo CCPFC) Title: "Second International Meeting on Argumentation and Education" Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2019/09/01 - 2022/06/30 Comunicação e reflexão intercultural em contexto. licenciatura em Português e Gestão (Licenciatura) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2020/09/01 - 2021/01/31 Comunicação empressarial Ciências da Comunicação (Licenciatura) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2020/09/01 - 2020/12/31 Psicologia educacional Mestrado em ensino (Mestrado) Universitat de Barcelona Departament de Cognició Desenvolupament i Psicologia de l'Educació, Spain
2018/01/01 - 2020/12/31 Academic writing (Doutoramento) Universidade da Beira Interior Centro de Formação Interação UBI Tecido Empresarial, Portugal
2019/09/01 - 2020/05/31 Teacher training course (Oficinas de formação acreditadas para professores pelo CCPFC) Title: "Dialogue and Argumentation for Cultural Literacy Learning in Schools - Primary school teachers" (Outros) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2019/09/01 - 2020/05/31 Teacher training course (oficinas de formação para professores acreditadas pelo CCPFC) Title: "Dialogue and Argumentation for cultural Literacy Learning in Schools - Middle and secondary school teachers" (Outros) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2019/09/01 - 2020/01/31 Intercultural communication Mestrado em Migrações, Inter-Etnicidades e Transnacionalismo (Mestrado) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2019/01/10 - 2019/04/30 Teacher training course (Círculo de estudos para professores acreditado pelo CCPFC) Title: "Construction and implementation of lesson plans based on dialogue and argumentation" (Outros) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2018/09/14 - 2018/09/28 Teacher training course (Colóquio-Ação de Curta Duração acreditada pelo CCPFC) Title: "Argue with me! Learning how to apply a sequence of activities that promote students' critical thinking skills" (Outros) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2018/01/15 - 2018/06/01 Teacher training course (Curso livre para professores acreditado pelo CCPFC) Title: "Philosophical dialogue and argumentation in the classroom" (Outros) Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal
2017/01/15 - 2017/06/01 Teacher training course (Curso livre para professores acreditado pelo CCPFC) Title "Argumentation strategies in the classroom" Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas, Portugal

Interview (newspaper / magazine)

Activity description Newspaper / Forum
2020/02/17 Interview about the use of dialogue-based and argument-based teaching methods in public Portuguese schools as part of my research projects. Publico

Journal scientific committee

Journal title (ISSN) Publisher
2023/12/01 - Current Postdigital Science and Education (2524-4868) Springer
2019/01/01 - Current Dialogic pedagogy: An international journal (2325-3290) Pittsburgh University
2016/01/01 - Current Business & Professional Communication Quarterly Sage
2014/01/01 - 2019/12/31 Educational Technology Research & Development Springer
Distinctions

Award

2023 Pedagogical Innovation Award
Universidade Nova de Lisboa, Portugal
2022 Blended Learning Award
Universidade Nova de Lisboa, Portugal

Università degli Studi Roma Tor Vergata Scuola IaD, Italy

Universidad Autónoma de Madrid, Spain
2019 Internationalisation of scientific production
Banco Santander Totta, Portugal
2017 Outstanding article award
Association for Business Communication, United States
2017 Internationalisation of scientific production
Banco Santander Totta, Portugal
2013 Remarkable merit award for faculty
Zayed University College of Business, United Arab Emirates
2012 Second best paper award
Association for Business Communication, United States

Other distinction

2023 Top cited researchers
Elsevier BV, Netherlands
2022 Top cited researchers
Elsevier BV, Netherlands
2010 Mobility grant award for young researchers
Schweizerischer Nationalfonds zur Förderung der wissenschaftlichen Forschung, Switzerland
2006 Mobility grant award for young researchers
Ministerio de Educación Consejo de Universidades, Spain
2001 Academic Achievement Scholarship
Idryma Kratikon Ypotrophio, Greece
2000 Academic Achievement Scholarship
Idryma Kratikon Ypotrophio, Greece