2023


  • Mayordomo, R. M., Espasa, A., Guasch, T., & Martínez-Melo, M (2023). Orientación Motivacional, Autoeficacia y Expectativas: la Implicación Cognitiva con el Feedback en Entornos Virtuales. RIED-Revista Iberoamericana de Educación a Distancia. https://hdl.handle.net/11162/252785

2022


2021


  • Espasa  A., & Guasch. T. (2021). ¿Cómo implicar a los estudiantes para que utilicen el feedback online? RIED. Revista Iberoamericana de Educación a Distancia, 24, (2). https://doi.org/10.5944/ried.24.2.29107 Disponible en http://revistas.uned.es/index.php/ried/article/view/29107
  • Espasa, A., Mayordomo, R. M., Guasch, T., & Martinez-Melo, M. (2021). Is study discipline a relevant variable in relation to student feedback literacy? In EDULEARN21 Proceedings (pp. 6668-6675). IATED.
  • Martínez-Melo, M. M., & Guasch, T. (2021). Students profiles of cognitive and emotional engagement with feedback in online higher education. In EDULEARN21 Proceedings (pp. 10999-11007). IATED.

2020


  • Guasch, T. & Espasa, A. (2020). Menos es más: menos correcciones y más feedback para aprender. En A. Sangrà (coord.). Decálogo para la mejora de la docencia online. Propuestas para educar en contextos presenciales discontinuos (pp. 151-167). Editorial UOC. Open Access
  • Espasa, A., Guasch, T., Mayordomo, R. M (7, Febrero, 2020). Feedback y educación online: la retroalimentación en el aprendizaje. Post en el blog de los Estudios de Psicología y Ciencias de la Educación. UOC.
  • Mayordomo, R. M., Espasa, A., Guasch, T., & Martínez-Melo, M. (2020). Relationship between emotional and cognitive engagement with feedback in online environments. In ICERI2020 Proceedings (pp. 5672-5676). IATED. https://doi.org/10.21125/iceri.2020
  • Martínez, M., Guasch, T., & Espasa, A. (2020). Discrepancies between the self-perceived level of feedback literacy and the feedback knowledge in online students. In ICERI2020 Proceedings (pp. 6674-6678). IATED. https://doi.org/10.21125/iceri.2020

2019


  • Espasa, A., Mayordomo, R. M., Guasch, T., & Martinez-Melo, M. (2019). Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learning. Active Learning in Higher Education. https://journals.sagepub.com/doi/10.1177/1469787419891307
  • Guasch, T., Espasa, A., & Martinez-Melo, M. (2019). The art of questioning in online learning environments: the potentialities of feedback in writing. Assessment & Evaluation in Higher Education, 44(1), 111-123. https://doi.org/10.1080/02602938.2018.1479373

2018


  • Espasa, A., Guasch, T., Mayordomo, R.M., Martinez-Melo, M., & Carless, D. (2018). A Dialogic Feedback Index measuring key aspects of feedback processes in online learning environments. Higher Education Research & Development, 37(3), 499-513. https://doi.org/10.1080/07294360.2018.1430125

2016


2015


2013


  • Espasa, A., Guasch, T., & Alvarez, I.M. (2013). Analysis of feedback processes in online group interaction: a methodological model. Digital Education Review, 23, 59-73. https://doi.org/10.1344/der.2013.23.59-73
  • Guasch, T., Espasa, A., Alvarez, I.M., & Kirschner, P.A. (2013). Effects of Teacher and Peer Feedback on Collaborative Writing in an Online Learning Environment. Distance education, 34(3), 324-338. https://doi.org/10.1080/01587919.2013.835772
  • Guasch, T., Espasa, A., & Kirschner, P.A. (2013). E-feedback focused on students’ discussion to guide collaborative writing in online learning environments. In K. E. Pytash, R.E. Ferdi, & T. Rasinski (Ed.), Preparing teachers to teach writing using technology (pp 195-208). ETC Press.

2012


  • Barberà, E., Torras, E., & Guasch, T. (2012). Cognitive attainment in online learning environments: matching cognitive and technological presence. Interactive Learning Environments, 20(5), 467-483. https://doi.org/10.1080/10494820.2010.531026

2011


  • Alvarez, I., Espasa, A., & Guasch, T. (2011). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37(4), 387-400. https://doi.org/10.1080/03075079.2010.510182
  • Espasa, A. & Barberà, E. (2011). Regulative feedback in an online environment in Higher Education: Student’s perception and design considerations. In Magnus E. Pulsen (Ed.), Higher Education: Teaching, Internationalization and Student Issues (pp 157-177). Nova Publishers.
  • Torras, E. & Mayordomo, R. (2011). Teaching presence and regulation in an electronic portfolio. Computers in Human Behavior, 27, 2284-2291. (Disponible en http://www.sciencedirect.com/science/article/pii/S0747563211001452)
  • Badia, A., Barberà, E., Guasch,T., Espasa, A., (2011). Technology educational affordance: Bridging the gap between patterns of interaction and technology usage.  Digital Education Review, 19, 20-35. http://revistes.ub.edu/index.php/der/article/view/11313

2010


2009


2007


2006


2001