Anna Espasa
Biographic Data
| ID | 1500772 |
|---|---|
| NAME | Anna Espasa |
| GIVEN NAMES | Anna |
| FAMILY NAME | Espasa |
| SIGNATURE | ESPASA A |
| AFFILIATIONS | Universitat Oberta de Catalunya |
| ORCID | 0000-0001-5520-4973 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
The art of questioning in online learning environments
Research on feedback has focused more on generating feedback rather than on how students use it and implement it; that is, what type of cognitive, metacognitive or affective activity students engage in once they have received feedback. In order to visualize feedback use and implementation, a quasi-experimental study was carried out. Students were randomly assigned to four conditions, in respect of the type of feedback (corrective, epistemic-quest…
The value of feedback in improving collaborative writing assignments in an online learning environment
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 learning environment. Under analysis are three editions of a master’s course in e-learning, during which, over a period of two weeks, the students (n = 83) divided into 16 work groups to carry out a co-ev…
University teacher competencies in a virtual teaching/learning environment
University teacher competencies in a virtual teaching/learning environment
The value of feedback in improving collaborative writing assignments in an online learning environment
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 learning environment. Under analysis are three editions of a master’s course in e-learning, during which, over a period of two weeks, the students (n = 83) divided into 16 work groups to carry out a co-ev…
University teacher competencies in a virtual teaching/learning environment
The value of feedback in improving collaborative writing assignments in an online learning environment
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 learning environment. Under analysis are three editions of a master’s course in e-learning, during which, over a period of two weeks, the students (n = 83) divided into 16 work groups to carry out a co-ev…
The art of questioning in online learning environments
Research on feedback has focused more on generating feedback rather than on how students use it and implement it; that is, what type of cognitive, metacognitive or affective activity students engage in once they have received feedback. In order to visualize feedback use and implementation, a quasi-experimental study was carried out. Students were randomly assigned to four conditions, in respect of the type of feedback (corrective, epistemic-quest…
Mathematics education (3 works) · Psychology (3 works) · Education and Digital Technologies (2 works) · Innovative Teaching and Learning Methods (2 works) · Pedagogy (2 works) · Student Assessment and Feedback (2 works) · Asynchronous communication (1 work) · Cognition (1 work) · Collaborative learning (1 work) · Collaborative writing (1 work)