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Mark Warschauer - UC Irvine. Irvine, CA, US

Mark Warschauer Mark Warschauer

Professor of Education and Informatics | UC Irvine

Irvine, CA, UNITED STATES

Mark Warschauer is a Professor of Education and Informatics at the University of California, Irvine.

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Advice to PhD Students | Mark Warschauer What Matters to me and Why: Mark Warschauer Mark Warschauer Full Interview

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Biography

Mark Warschauer is a Professor of Education and Informatics at the University of California, Irvine. A first generation college student and former community organizer for the United Farm Workers union, Dr. Warschauer began his educational career as a Spanish bilingual math and ESL teacher in San Francisco public schools. He has previously taught and conducted research at the University of Hawaii, Moscow Linguistics University, Charles University in Prague, and Waseda University in Japan, and served as educational technology director of a large educational reform project in Egypt.

Dr. Warschauer is director of the Digital Learning Lab at UC Irvine, where, together with colleagues and students, he works on a range of research projects related to digital media in education. In K-12 education, his team is developing and studying cloud-based writing, examining new forms of automated writing assessment, exploring digital scaffolding for reading, investigating one-to-one programs with Chromebooks, and analyzing use of interactive mobile robots for virtual inclusion. In higher education, his team is looking at instructional practices in STEM lecture courses, the impact of virtual learning on student achievement, the learning processes and outcomes in Massively Open Online Courses (MOOCs), and the impact on students of multi-tasking with digital media. The DLL team is also exploring new approaches to data mining, machine learning, and learning analytics to analyze the learning and educational data that result from use of new digital tools.

Dr. Warschauer is author and editor of a wide range of books, including, most recently, Learning in the Cloud: How (and Why) to Transform Schools with Digital Media and Japan: The Paradox of Harmony. He is founding editor of Language Learning & Technology journal and has been appointed inaugural editor of AERA Open. He is active on Twitter @markwarschauer, where he posts on a wide range of professional and personal issues, and occasionally blogs at Papyrus News. He is a Fellow of the American Educational Research Association.

Areas of Expertise (5)

Literacy

Educational Technology

Online Learning

Education

Language

Accomplishments (1)

Fellow, American Educational Research Association (professional)

2014

Education (3)

University of Hawai'i at Manoa: PhD, Second Language Acquisition 1997

San Francisco State University: MA, English (Teaching English as a Second Language) 1991

Univ. of Calif. at Santa Cruz: BA, Psychology 1975

Affiliations (7)

  • Palgrave Macmillan, Digital Education and Learning book series : Editor
  • Bloomsbury Academic, Advances in Digital Language Learning and Teaching book series : Editor
  • AERA Open : Editor
  • L2 Journal : Editorial Board
  • Language Learning Journal : Editorial Board
  • Language@Internet : Editorial Board
  • Writing and Pedagogy : Editorial Board

Media Appearances (5)

The post-pandemic education landscape

UCI News  online

2020-05-11

While many of them may celebrate what seems like an extra dose of vacation, those months out of the classroom threaten to widen the achievement gap between students from low- and high-income families, warns Mark Warschauer, UCI professor of education and an expert in online learning.

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UC Irvine Opens Online Learning Research Center as Coronavirus Forces Faculty Online

Diverse: Issues In Higher Education  online

2020-03-24

The center was supposed to open this summer. Its directors – Dr. Di Xu and Dr. Mark Warschauer, professors in the school of education – applied for a $10 million grant to establish it, funds they’re still waiting on. But when education professionals clamored for online learning advice — as dozens of colleges scrapped in-person instruction and decided to move to teaching online due to the pandemic — what was supposed to happen over several months unfolded in a matter of days.

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Belk Center for Community College Leadership and Research at NC State Names 2020 ECMC Foundation Postsecondary CTE Research Fellows

NC State College of Education  online

2020-02-28

Eighteen Fellows from institutions across the nation have been selected to participate in the Postsecondary Career and Technical Education Research Fellows Program at NC State University, sponsored by the ECMC Foundation. The program is part of the ECMC Foundation CTE Leadership Collaborative.

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UCI professor of education receives grant to improve computer science teaching practices

UCI News  online

2019-11-27

Mark Warschauer, professor of education, has been awarded a five-year, $4 million Education Innovation and Research grant by the U.S. Department of Education to improve computer science teaching practices for English learners. Project partners are the Santa Ana and San Francisco unified school districts and Chicago Public Schools. “The field of computer science has not been equally accessible to culturally and linguistically diverse students in public schools,” Warschauer said. “This is one of the first programs in the country that’s developing curricula appropriate for fourth-grade Hispanic students. We expect that our work will eventually lead to expansion to the fifth grade and beyond, with national impact.”

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UC Irvine Project to Test Embedded Conversations in Kid Vids

THE Journal  online

2019-10-11

"The goal of this project is to amplify the educational value of watching TV by making it more interactive," said Mark Warschauer, a UCI professor of education and one of the project's principal investigators. "By integrating a conversational agent as a virtual character in a science-oriented video, we can examine whether and in what ways young children's engagement, attention, communication strategies, perceptions and learning are affected. This project will provide a comprehensive evaluation of the feasibility and potential of incorporating them into screen media to foster preschoolers' STEM learning and engagement."

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Research Grants (5)

Investigating Virtual Learning Environments

National Science Foundation $2,500,000

2015-2020

CONECTAR: Collaborative Network of Educators for Computational Thinking for Al

National Science Foundation $300,000

2017-2019

CS10K: CS1C@OC—Building a Local Area Network of Computer Science Teachers

National Science Foundation $997,651

2016-2019

Digital Scaffolding for English Language Arts

Institute for Education Sciences $3,500,000

2015-2019

Digital Storytelling in the Classroom

DIGICOM and Palm Springs Unified School District $105,000

2015-2019:

Articles (5)

The benefits and caveats of using clickstream data to understand student self-regulatory behaviors: opening the black box of learning processes International Journal of Educational Technology in Higher EducationF

Rachel Baker, Di Xu, Jihyun Park, Renzhe Yu, Qiujie Li, Bianca Cung, Christian Fischer, Fernando Rodriguez, Mark Warschauer, Padhraic Smyth

2020 Student clickstream data—time-stamped records of click events in online courses—can provide fine-grained information about student learning. Such data enable researchers and instructors to collect information at scale about how each student navigates through and interacts with online education resources, potentially enabling objective and rich insight into the learning experience beyond self-reports and intermittent assessments.

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Increasing success in college: Examining the impact of a project‐based introductory engineering course Journal of Engineering EducationF

Ha Nguyen, Lily Wu, Christian Fischer, Gregory Washington, Mark Warschauer

2020 Project‐based learning has shown promise in improving learning outcomes for diverse students. However, studies on its impacts have largely focused on the perceptions of students and instructors or students' immediate performance. This study reports the impact of taking a project‐based introductory engineering course on students' subsequent academic success.

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Toward the Establishment of a Data‐Driven Learning Model: Role of Learner Factors in Corpus‐Based Second Language Vocabulary Learning The Modern Language JournalF

Hansol Lee, Mark Warschauer, Jang Ho Lee

2020 We investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus‐based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues (i.e., data‐driven learning [DDL]).

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"Elinor Is Talking to Me on the Screen!" Integrating Conversational Agents into Children's Television Programming Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing SystemsF

Ying Xu, Mark Warschauer

2020 Science-oriented television and video programming can be an important source of science learning for young children. However, the educational benefits of television have long been limited by children not being able to interact with the content in a contingent way. This project leverages an intelligent conversational agent -an on-screen character capable of verbal interaction-to add social contingency into children's experience watching science videos. This conversational agent has been developed in an iterative process and embedded in a new PBS KIDS science show "Elinor Wonders Why." This Late Breaking Work presents the design of the conversational agent and reports findings from a field study that has proven feasibility of this approach. We also discuss our planned future work to examine the agent's effectiveness in enhancing children's engagement and learning.

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What Are You Talking To?: Understanding Children's Perceptions of Conversational Agents Proceedings of the 2020 CHI Conference on Human Factors in Computing SystemsF

Ying Xu, Mark Warschauer

2020 Conversational agents (CAs) available in smart phones or smart speakers play an increasingly important role in young children's technological landscapes and life worlds. While a handful of studies have documented children's natural interactions with CAs, little is known about children's perceptions of CAs. To fill this gap, we examined three- to six-year-olds' perceptions of CAs' animate/artifact domain membership and properties, as well as their justifications for these perceptions. We found that children sometimes take a more nuanced position and spontaneously attribute both artifact and animate properties to CAs or view them as neither artifacts nor animate objects.

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