2021

  • Guasch, T. & Espasa, A. (2021). Menys és més: menys correccions i més feedback per a aprendre. En A. Sangrà (coord.). Decàleg per a la millora de la docència en línia. Propostes per a educar en contextos presencials discontinus (pàg. 151-167). Editorial UOC. http://openaccess.uoc.edu/webapps/o2/handle/10609/122307
  • Espasa, A., Mayordomo, R. M., Guasch, T. Martinez.Melo, M. (2021). Is study discipline a relevant variable in relation to student feedback literacy? Edulearn 2021 (13th International Conference on Education and New Learning Technologies) Proceedings. pp. 6668-6675. https://library.iated.org/view/ESPASA2021IS
  • Martinez-Melo, M & Guasch, T. (2021). Students profiles of cognitive and emotional engagement with feedback in online higher education. Edulearn 2021 (13th International Conference on Education and New Learning Technologies), 10999-11007. https://library.iated.org/view/MARTINEZMELO2021STU
  • Guasch, T. Ponencia Magistral invitada“¿Utilizan los estudiantes el feedback que reciben? El e-feedback como herramienta para la implicación de los estudiantes en el aprendizaje” el 19 de febrero, Congreso Virtual Internacional de Innovación y Equidad Educativa. Una visión integradora desde las IES.17 -19 de febrero de 2021.
  • Guasch, T. Keynote presentation. Invitation. 3/09/2021. Mastering the challenges of online education: Planning and feedback. ESPLAT2021 conference. https://www.esplat.org/esplat2021
  • Espasa, A. Invitation. El qué y el cómo del feedback online en la educación superior. V Foro internacional de Investigación en ambientes virtuales de aprendizaje. Mayo 2021, Colombia.

2020

  • Guasch, T. Invitación Conferencia Magistral de Clausura “Sácale el máximo provecho al feedback” del “6° Encuentro Universitario de mejores prácticas de uso de TIC en la Educación”, EDUCATIC 2020, 27 de noviembre/2020.
  • Mayordomo, R.M, Espasa, A., Guasch, T. Martínez-Melo, M. (2020). Relationship between emotional and cognitive engagement with feedback in online environments. ICERI 2020 Proceedings, pp 5672-5676. Available: https://library.iated.org/view/MAYORDOMO2020REL

2019

  • Guasch, T. Espasa, A & Mayordomo, R.M. Engagement with feedback in online learning environments: a methodological approach for a multidimensional analysis. ECER Conference. EERA (European Educational Research Association). Hamburg, 2019.

2018

  • Guasch, T. Mayordomo, R.M. Espasa, A. Martínez-Melo, M & Martínez, M. Does the type of feedback channel used in online learning environments matter? SIG Assessment of EARLI. (European Association Research on Learning and Instruction). Helsinki, August, 2018.
  • Guasch, T. Espasa, A. & Mayordomo, R.M. Feedback literacy in online learning environments: Engaging students with feedback. Assessment in Higher Education, Manchester, June, 2017.

2017

  • Guasch, T. Espasa, A. Mayordomo, R.M. Martínez-Melo, M. Type and timing of feedback in an online learning environment: relation and implications for learning. EARLI. (European Association Research on Learning and Instruction). Tampere, August, 2017.
  • Floratos, N., Guasch, T., Espasa, A. Effective feedback and assessment practices for enhanced student engagement in moocs. EDULEARN. 9th annual International Conference on Education and New Technologies. Barcelona, July, 2017.

2016

  • Floratos, N., Guasch, T., Espasa, A. Is student engagement higher in moocs with appropriate formative assessment and feedback practices? ICERI (International Conference of Education, Research and Innovation). November, 2016.

2015

  • Espasa, A., Guasch, T. Mayordomo, R.M. Martinez-Melo, M. Dialogic formative feedback in online environments: Is it a matter of teacher’ own perception of their workload? International Conference Assessment for Learning in Higher Education. Hong Kong, May, 2015.
  • Floratos, N., Guasch, T., Espasa. Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs. Open Education Global Conference. Banff (Alberta, Canada), April, 2015.

2014

  • Guasch, T; Espasa, A. Unravelling the feedback process on collaborative writing in online learning environments. SIG Writing of EARLI (European Association Research on Learning and Instruction). Amsterdam, August, 2014.
  • Espasa, A.; Guasch, T & Martínez-Melo, M. (2014). Feedback giver: effects on feedback use and implementation. SIG Assessment of EARLI (European Association Research on Learning and Instruction). Madrid, August, 2014.
  • Espasa, A.; Guasch, T.; Martínez-Melo, M. & Mayordomo, R. (2014). Feedback process in online learning environment: main finding of EdOnline Research Group. Paper presented at Ist International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF 2o14). Organised by Tekking Research Group. November, 13rd, 2014.

2013

  • Espasa, A.; Rochera, M. J. & Guasch, T. Formative feedback in online interaction to enhance learning. Organised symposium. EARLI Conference (European Association Research on Learning and Instruction). Munich, August, 2013. Discussant: Susanne Narciss.
  • Guasch, T.; Espasa, A., Álvarez, I., & Kirschner, P.A. Harnessing formative feedback: effect of feedback on the writing process in online interactions. EARLI Conference (European Association Research on Learning and Instruction). Munich, August, 2013.

2012

  • Espasa, A. & Guasch. T. (2012). Organizers and chairs of the symposium: The role of formative feedback in collaborative writing in online learning environments or computer supported environments. SIG Writing. EARLI (European Association Research on Learning and Instruction). Porto, July 2012. Discussant: Gert Rijlaarsdam. University of Amsterdam.
  • Guasch, T.; Espasa, A., Álvarez, I., & Kirschner, P.A. How do students utilize teacher’s feedback and peer feedback in online learning environments. SIG Writing. EARLI (European Association Research on Learning and Instruction). Porto, July 2012.
  • Guasch, T.; Espasa, A., Álvarez, I., & Kirschner, P.A. (2012) Suggestions, Corrections, or Critical Questions? Which Type of Feedback Contributes to Better Writing in a Collaborative Online Learning Environment? AERA. Vancouver, April 2012.
  • Guasch, T. (2012). How do students utilize feedback in online learning environments: a methodological model. CELSTEC. Center for Learning Sciences and Technologies, Open University of the Netherlands. Heerlen, NL, January 12th
Teresa & Anna at EARLI Conference 2009
(Amsterdam)

2011

  • Guasch, T. & Espasa, A. (2011). Is there a gap between teachers’ conceptions of learner supports and their ICT competencies to teach in an online learning environment? EARLI 2011, Education for a Global Networked Society. August, 30th – September, 3rd, 2011 – Exeter, United Kingdom.
  • Espasa, A. Guasch, T. & Alvarez, I. (2011). Feedback in an online environment: student’s perceptions and impact on the learning process. EARLI 2011, Education for a Global Networked Society. August, 30th – September, 3rd, 2011 – Exeter, United Kingdom.
  • Guasch, T., Espasa, A., Alvarez, I., & Kirschner, P. A. (2011, 31 May). How does feedback and peer feedback affect collaborative writing in a virtual learning environment? Presentation at a Learning & Cognition meeting, Open Universiteit in the Netherlands, Heerlen, The Netherlands.
  • Guasch, T; Bautista, G. (2011). Training new teachers for Secondary Education: trying out changes and improvements. VIII International Seminar “Teacher Training: Reconsidering Teachers’ Roles”. UNESCO Chair in e-Learning. Universitat Oberta de Catalunya. Barcelona, October 2011.
  • Espasa, A. (2011, 5 May). El feedback amb funció formativa: El cas de l’assignatura Estadística Aplicada. Jornada sobre Avaluació: ´La retroacció com a element clau per a l’avaluació continuada). Organitzat per l’ICE-Universitat de Barcelona.

2010

  • Espasa, A.; Guasch, T. & Álvarez, I. (2010). Electronic teacher feedback and peer-feedback in a virtual learning environment. How and why? Academic Writing from bachelor to PhD. Interdisciplinary conference hosted by the Department of Education, University of Bergen. Solstrand, 7-8th October 2010.
  • Guasch, T.; Espasa, A. & Álvarez, I. (2010) El feedback en los procesos de escritura colaborativa en un entorno virtual: una experiencia de coevaluación en una tarea argumentativa. VI Congreso Internacional Docencia universitaria e Innovación. Barcelona, 2010.
  • Guasch, T.; Espasa, A & Álvarez, I. (2010). Feedback in collaborative writing process in an online learning environment. Earli. SIG Writing 8th to 10th of September 2010, University of Education at Heidelberg, Germany.
  • Guasch, T. & Espasa, A. (2010). University teachers’ conceptions and competencies about educational supports in an online learning environment. 8th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2010, June 29th – July 2nd, 2010 – Orlando, Florida, USA

Before 2010

  • Guasch, T. Espasa, A i Álvarez, I. (2009). Educational ICT competency framework for university teachers and teacher’s trainers in online learning environments. EARLI, 2009: Fostering communities of learners.Amsterdam, 24-29 Agost, 2009.
  • Espasa, A. Guasch, T. i Álvarez, I. (2009). A methodological approach to identify teacher’s ICT competencies in online learning environments in Higher Education. Comunicació presentada en el simposi: Competences in Teacher Education: Examples worthwhile to be achieved. EARLI, 2009: Fostering communities of learners.24-29 Agost, 2009.
  • Espasa, A., Virtanen, P.i Nevgi, A. Feedback as a promoter of self-regulated learning in Higher Education: A case study of the IQ Learn technological tool. Paper presentat a l’special track Computer-based Knowledge & Skill Assessment and Feedback in Leaning Settings (CAF) dincs ICL (Interactive Computer Aided Learning). 24-26 setembre 2008. Villach, Àustria.
  • Balagué, F., Higueras, E., Prats. E. I Espasa, A. (2008). El blog com a eina d’autoregulació del procés d’aprenentatge. CIDUI (Congreso Internacional de Docencia Universitaria e Innovación), Lleida, 2-4 Juliol de 2008.
  • Guasch, T, Álvarez I. I Espasa, A. (2008). Trans-national study of teacher’s ICT competencies in online learning environments in Higher Education. Eden (European Distance and E-learning Network): How do we learn?, Where do we learn. Lisboa, 11-14 Juny de 2008
  • Espasa, A. (2007). The presentation of feedback in virtual environments: a comparison between conceptual and procedural subjects. JURE (Juniors Researchers of EARLI). Budapest (Hungary), 27 – 28 d’agost de 2007.
  • Guasch, T. Espasa, A., Badia, A. i  Barberà.  E.(2007).  Educational uses of ICT in an online learning environment: analysis of an experience in Higher Education. EARLI (European Association for Research on Learning and Instruction). Budapest (Hungary), 28 agost – 1 setembre de 2007.
  • Barberà, E.; Badia, A.; Espasa, A.; Guasch, T. (2007). “Metacognitive presence” in asynchronous online learning environments: self, mutual and hetero-regulation. EARLI (European Association for Research on Learning and Instruction). Budapest (Hungary), 28 agost – 1 setembre de 2007.
  • Barberà, E.; Guasch, T.; Espasa, A. (2007). ”E-portfolio to assess professional competences in university virtual classrooms”. A: Web Based Education. IASTED, 2007. IASTED: FRANÇA.
  • Álvarez, I., Guasch, T. i Espasa, A. (2006). Delimitaciones previas a la formación para el uso de las TIC en la enseñanza universitaria: funciones y competencias del docente en entornos  virtuales. Actas del 4º Congreso Internacional Docencia Universitaria e Innovación (CIDUI).  5-7 Juliol, Barcelona.
  •  Álvarez, I. Guasch, T i Espasa, A. (2006). How to Design Teachers’ Training Actions to Improve Teaching with ICT. Actas del 4º EDEN Research Workshop: Research into online distance education and e-learning. Castelldefels, Spain, 25-28 october, 2006.
  • Guasch, T. i Espasa, A. (2006). E-portafoli: les ajudes educatives des d’una perspectiva socio-constructivista. Jornades en xarxa sobre l’Espai Europeu d’Educació Superior. Universitat Oberta de Catalunya. 2-20 octubre-2006.
  • Espasa, A. (2005). Learning feedback in virtual teaching-learning environments: realiability of an observational instrument. JURE (Junior Researchers of EARLI). Agost 22-23, Xipre. 1er premi: Best Poster Award. JURE 2005 pre-conference.
  • Guasch, T., Espasa, A., Barberà, E  i  Badia, A. (2005). Knowledge construction in a multimedia self-learning environment: a methodological approach. EARLI Biennial Conference 2005: Teaching and learning in different learning computer support scenarios. 23 – 27 Agost, Xipre.
  • Guasch, T; Barberà, E; Espasa, A i Badia, A. (2005). Social and cognitive influences of the technology in a virtual classroom. Congrés Internacional. Conference ISCAR (International Society for cultural and activity research). 20-24 setembre 2005. Sevilla
  • Guasch, T.,  Espasa, A., Barberà, E. i Badia, A. (2005). La construcción conjunta de la comprensión de significados en un entorno virtual de enseñanza y aprendizaje superior. I Congreso Internacional de Psicología y Educación en tiempos de cambio: 2-3 febrer, Barcelona.