Dr. Ieda M. Santos

Dr. Ieda M. Santos

Dr. Ieda M. Santos

Associate Professor and Program Chair of Graduate Studies


  • EdPh.D. in Education, University of Warwick, United Kingdom.
  • Master Degree in Education, Massey University, New Zealand.
  • Bachelor of Education in School Supervision, Joinville, Brazil.


Dr. Santos is an Associate Professor and Program Chair of Graduate Studies at ECAE with more than 12 years of international experience in the education sector in Portugal, the UK and UAE.

Since August 2016, Dr. Santos has taught undergraduate and graduate courses in education technology and research methods and has also served as the Research Office Program Chair, Division Head, and Chair of several Committees including Research and Ethics committees at ECAE.

Prior to joining ECAE in 2008, she worked at the University of Aveiro in Portugal, at the Multimedia and Distance Education Centre, and collaborated in national and international research projects related to technology integration in the classroom and online learning.

In 2006, Dr. Santos coordinated a professional development program for the United Nations working alongside colleagues from the International Labour Organization and other countries.

Dr. Santos’s research interests include investigating technology integration in the classroom, teaching and learning practices in higher education using mixed methods approaches, with emphasis on qualitative methodologies. She has chaired and also served as a second member in doctoral dissertation committees. She has also mentored several graduate research projects, undergraduate action research and internship.

Dr. Santos obtained her Ph.D. in Education in 2008 from University of Warwick, United Kingdom. Her thesis focused on designing and implementing strategies that create and sustain online learning communities in higher education. In 1999, she completed a Masters Degree in Education with First Class Honors from the College of Education, Massey University, New Zealand.


Articles in Peer-Reviewed Research Journals

  • Santos, I. M., Bocheco, O. & Hakab C. (2018). Personal mobile technology in the classroom: Perceptions of usage and policies. Education and Information Technologies, 23,617‚Äď632.
  • Deng, J.,¬†Santos, I. M., & Mathieu, D. J. (2018). Expatriate students‚Äô perceptions of key factors impacting attendance and persistence at a private Malaysian University: An Analysis of a 4Ps framework. PUPIL: International Journal of Teaching, Education and Learning, 2(2), 115-136.
  • Ali, N.,¬†Santos, I. M., & Areepattamannil, S. (2017). Pre-service teachers‚Äô perception of quick response (QR) code integration in classroom activities. TOJET: The Turkish Online Journal of Educational Technology, 16(1), 93-100.
  • Fidalgo, P.,¬†Santos, I. M.¬†&. Thormann, J. (2017). College students‚Äô preferences of instructional material formats. Scholars Bulletin, 2017, 3(1),1-12.
  • Santos, I. M., & Bocheco, O. (2016). Exploring BYOD Usage in the Classroom and Policies. International Journal of Information and Technology in Education,12(2), 51-61.
  • Santos, I. M., Ali, N. & Hill, A. (2016) Students as co-designers of a library virtual learning commons: Results of a collaborative action research. The Journal of Academic Librarianship, 42 (2016) 8‚Äď14.
  • Santos, I. M.¬†(2013). Bring your own mobile devices to the classroom: the case of an undergraduate course. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2).
  • Santos, I. M.¬†& Ali, N. (2012). Beyond classroom: The uses of mobile phones by female students. International Journal of Information and Communication Technology Education, 8(2), 63-75.
  • Santos, I. M.¬†& Ali, N. (2012). Exploring the uses of mobile phones to support informal learning. Education and Information Technologies Journal, 17(2), 187-203.
  • Crow, R.,¬†Santos, I., LeBaron J, McFadden, A. T. & Osborne, C. F. (2010). Switching gears: Moving from e-learning to m-learning. MERLOT Journal of Online Learning & Teaching, 6 (1) 268-278.
  • Santos, I.¬†& Hammond, M. (2007). Learning community or community minded learning group? A case study of an online course. Journal of Internet Commerce, 6 (2), pp. 51 ‚Äď 72.
  • Santos, I.¬†& LeBaron, J. (2006). Ethical constraints in the valid interpretation of transcribed communication in online study. The Internet and Higher Education, 9 (3), 191-199.
  • LeBaron, J. &¬†Santos, I.¬†(2005). Authentic engagement of adult learners in online learning. Mountain Rise, 2 (1). doi: http://dx.doi.org/10.1234/mr.v2i1.49.

Books, Chapters in Books and Published Reports

  • Santos, I. M., Ali, N. & Areepattamannil, S. (Eds) (In Press). Interdisciplinary and international perspectives on 3D printing in education. Hershey, United States: IGI Global.

Book Chapters:

  • Santos, I. M.¬†(Accepted). BYOD in the Classroom: Opportunities, Issues and Policies. To appear in the Encyclopaedia of Education and Information Technologies. Springer.
  • Formiga, M. M., De Araujo, M. M., &¬†I. M. Santos¬†(In Press). Case Illustrations of 3D printing in Brazilian schools and community. In Santos, I. M., Ali, N. & Areepattamannil, S. (Eds) (In Press). Interdisciplinary and international perspectives on 3D printing in education. Hershey, United States: IGI Global.
  • Santos, I. M., & Bocheco, O. (2017). University students' perceptions of personal mobile devices in the classroom and policies. In T. Issa, P. Kommers, T. Issa, P. Isais, T.B. Issa (Eds). Smart technology applications in business environments (pp. 303-320). Hershey PA, USA: IGI Global.
  • Santos, I. M.¬†(2017). Using their personal mobile devices in higher education: Review of research within the UAE context to inform practice. In L. Menano, & P. Fidalgo (Eds). Art & technology: The practice and influence of art and technology in education. The Netherland: Sense Publishers.
  • Santos, I. M.¬†(2015). Mobile devices in higher education classrooms: Challenges and opportunities. In J. Keengwe (Eds). Promoting active learning through the integration of mobile and ubiquitous technologies (pp. 37-54). US: IGI Global.
  • Santos, I. M.¬†(2014). Key challenges to consider before adopting students‚Äô personal mobile devices in the higher education classroom. In L. Burke (Ed). Learning in a Digitalized Age: Plugged in, turned on, totally engaged? (pp.123-140) UK: John Catt Educational.
  • Santos, I. M., Hammond, H., Durli, Z & Chou, S. (2009). Is There a Role for social networking sites in education? In T. Arthur; J. & Anthony (Eds). Education and technology for a better world (pp. 321-330). IFIP Advances in Information and Communication Technology, Vol. 302. Boston: Springer.
  • Barbosa, R. &¬†Santos, I.¬†(2005). O uso de um f√≥rum de discuss√£o para desenvolver atividades colaborativas. In R. Barbosa (Ed.) Ambientes virtuais de aprendizagem (pp.155-167). BR: Artmed
  • Santos, I.¬†& Kotyk, P. (2002). What types of training and continuing support instructors need in order to successfully transition from traditional classroom to online environments? In O. Jambeiro & F. Ramos (Eds). Internet and Distance Education (pp. 195-213). Salvador, BR: EDUFBA.
  • Ramos, F. Caixinha, H. &¬†Santos, I.¬†(2002). Factores de sucesso e insucesso na utiliza√ß√£o das TIC no ensino universit√°rio - a experi√™ncia da Universidade de Aveiro. In O. Jambeiro & F. Ramos (Eds). Internet e Educa√ß√£o a Dist√Ęncia (pp. 185-194). Salvador, BR: EDUFBA.