Mark Warschauer

Professor of Education and Informatics UC Irvine

  • Irvine CA

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

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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

Literacy
Educational Technology
Online Learning
Education
Language

Accomplishments

Fellow, American Educational Research Association

2014

Education

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

  • 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
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Media Appearances

International students may be among the biggest early beneficiaries of ChatGPT

The Hechinger Report  online

2025-04-14

Mark Warschauer is a professor of education at University of California, Irvine, and director of its Digital Learning Lab, where he studies the use of technology in education. … “We often see with new technologies that high-income people get access first, but then it balances out. I believe that low-income people use cell phones and social media as much as high income people in the U.S.,” he said.

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How AI can teach kids to write – not just cheat

The Hechinger Report  online

2023-10-26

Mark Warschauer, a professor of education [and director of the university’s Digital Learning Lab] at the University of California, Irvine, has spent years studying how technology can change writing instruction and the nature of writing itself. When ChatGPT was released, he decided to tailor some of his research to study ways generative AI could help students and teachers, particularly English language learners and bilingual learners. … Warschauer’s team has also partnered with UC Irvine’s school of engineering to create an intelligent writing coach, to be called PapyrusAI.

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Mark Warschauer, University of California, Irvine – Improving Children’s Learning Through Interactive TV Shows

The Academic Minute  online

2023-07-10

Kids loving talking to the TV, but what if it talked back to them? Mark Warschauer, professor of education and informatics at the University of California, Irvine, explores how to make characters interact with the kids watching them.

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Research Grants

Investigating Virtual Learning Environments

National Science Foundation

2015-2020

CONECTAR: Collaborative Network of Educators for Computational Thinking for Al

National Science Foundation

2017-2019

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

National Science Foundation

2016-2019

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Articles

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 Education

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 Education

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 Journal

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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