Analysing Feedback Processes in an Online Teaching and Learning Environment: An Exploratory Study

Anna Espasa; Julio Meneses

Higher Education: The International Journal of Higher Education and Educational Planning Vol. 59, No. 3 (March 2010) pp. 277–292

Within the constructivist framework of online distance education the feedback process is considered a key element in teachers' roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the ...

Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs

Nikolaos Floratos; Teresa Guasch; Anna Espasa

Open Praxis Vol. 7, No. 2 (Apr 22, 2015) pp. 141–152

Many publications and surveys refer to the high drop out rate in Massive Open Online Courses (MOOCs) which is around 90%, especially if we compare the number of students who register against those who finish. Working towards improving student...

University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience

Teresa Guasch; Ibis Alvarez; Anna Espasa

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 2 (February 2010) pp. 199–206

This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in...

Language: English

The Value of Feedback in Improving Collaborative Writing Assignments in an Online Learning Environment

Ibis Alvarez; Anna Espasa; Teresa Guasch

Studies in Higher Education Vol. 37, No. 4 (2012) pp. 387–400

This exploratory study aims to analyse the nature of teacher feedback during a collaborative writing assignment, and to identify the possible effects feedback has on the revision of a text written by university students in an asynchronous online...

Analysis of Feedback Processes in Online Group Interaction: A Methodological Model

Anna Espasa; Teresa Guasch; Ibis M. Alvarez

Digital Education Review Vol. 23 (June 2013) pp. 59–73

The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and...

Effects of Feedback on Collaborative Writing in an Online Learning Environment

Teresa Guasch; Anna Espasa; Ibis M. Alvarez; Paul A. Kirschner

Distance Education Vol. 34, No. 3 (2013) pp. 324–338

The need for supporting student writing has received much attention in writing research. One specific type of support is feedback--including peer feedback--on the writing process. Despite the wealth of literature on both feedback and academic...

Portfolio electrnic: desenvolupament de competncies professionals a la Xarxa

Elena Barber; Guillermo Bautista; Anna Espasa; Teresa Guasch

RUSC. Universities and Knowledge Society Journal Vol. 3, No. 2 (Jan 01, 2007)

L'article exposa el sentit i les caracterstiques d'un portfolio electrnic aplicat en un context universitari d'ensenyament en lnia. El portfolio que es presenta posa l'mfasi en el seguiment dels treballs dels estudiants a partir del progrs continuat ...

Setting-up a European Cross-Provider Data Collection on Open Online Courses

Marco Kalz; Karel Kreijns; Jaap Walhout; Jonatan Castao-Munoz; Anna Espasa; Edmundo Tovar

The International Review of Research in Open and Distributed Learning Vol. 16, No. 6 (Dec 03, 2015)

While MOOCS have emerged as a new form of open online education around the world, research is stilling lagging behind to come up with a sound theoretical basis that can cover the impact of socio-economic background variables, ICT competences, prior...