Teresa Guasch
Dados Biográficos
| ID | 1500773 |
|---|---|
| NOME | Teresa Guasch |
| PRENOMES | Teresa |
| SOBRENOME | Guasch |
| ASSINATURA | GUASCH T |
| AFILIAÇÕES | Universitat Oberta de Catalunya |
| ORCID | 0000-0001-5767-1428 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 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 obras) · Psychology (3 obras) · Education and Digital Technologies (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Pedagogy (2 obras) · Student Assessment and Feedback (2 obras) · Asynchronous communication (1 obras) · Cognition (1 obras) · Collaborative learning (1 obras) · Collaborative writing (1 obras)