Publications

2022

• Espasa, A., Mayordomo, R. M., Guasch, T., & Martínez-Melo, M. (submitted). Online feedback literacy: how it works and its relationship with engagement in online higher education. Educational Technology Research and Development
• 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
• Mayordomo, R.M. Espasa, A., Guasch, T. & Martinez-Melo, M. (2022). Perception of online feedback and its impact on cognitive and emotional engagement with feedback. Education and Information Technologies, null(null), 1-25. https://doi.org/10.1007/s10639-022-10948-2  Available from: https://link.springer.com/content/pdf/10.1007/s10639-022-10948-2.pdf
• Espasa, A., Guasch, T., Mayordomo, R. M., & Martinez-Melo, M. (2022). Prior experience with online feedback: its influence on students’ engagement. Distance Education, 43(3), 444-465. https://doi.org/10.1080/01587919.2022.2088480
• Guasch, T.,  Espasa, A., Mayordomo, R.M., & Martinez-Melo, M. (2022). Keys to online feedback [infographics]. Feed2Learn. Universitat Oberta de Catalunya (FUOC). http://hdl.handle.net/10609/143066 (available in Catalan and Spanish).

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

• Espasa, A., Rochera, M.J., & Guasch, T. (2016). Formative Feedback Research: Review of Studies in Online and Blended Learning Environments. In M. Vargas (Ed.), Teaching and Learning: Principles, Approaches and Impact Assessment (187-212), Nova Publishers. (Disponible en https://novapublishers.com/shop/teaching-and-learning-principles-approaches-and-impact-assessment/)

2015

• Guasch, T., & Espasa, A. (2015). Collaborative Writing Online: Unravelling the Feedback Process. In M. Deane, & T. Guasch (Eds.), Learning and Teaching Writing Online: Strategies for success (pp. 13–30). Brill.
• Deane, M. & Guasch, T. (Ed.) (2015). Learning and teaching writing online: Strategies for success. Brill. https://doi.org/10.1163/9789004290846_003
• Mayordomo, R. M., Onrubia, J. (2015). Work coordination and collaborative knowledge construction in a small group collaborative virtual task. Internet and higher education, 25, 96-104. https://doi.org/10.1016/j.iheduc.2015.02.003
• Floratos, N., Guasch, T., & Espasa, A. (2015). Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs. Open Praxis, 7(2), 141-152. http://dx.doi.org/10.5944/openpraxis.7.2.194

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

• Espasa, A. (2010). Temporal and assessment dimension: characterisation of feedback after assignments. eLearn Center Research Paper Series, Issue 1. Time factor in e-learning and assessment. (Disponible en https://elcrps.uoc.edu/elcrps/index.php/elcrps/article/view/issue1-espasa.html)
• Guasch, T., Espasa, A., & Álvarez, I. (2010). Formative e-feedback in collaborative writing assignments: the effect of the process and time. eLearn Center Research Paper Series, Issue 1. Time factor in e-learning and assessment.
• Espasa, A., & Meneses, J. (2010). Analysing feedback processes in an online teaching and learning environment: An exploratory study. Higher Education, 59(3), 277-292. http://dx.doi.org/10.1007/s10734-009-9247-4
• Guasch, T., Alvarez, I., & Espasa, A. (2010). Roles and domains to teach in online learning environments: Educational ICT competency Framework for university teachers. In U. Ehlers & D. Schneckenberg (Eds.), Changing cultures in Higher Education- Moving Ahead for Future Learning. A Handbook for Strategic Change (pp.339-354), Springer.
• Guasch, T., Álvarez, I., & Espasa, A. (2010). University teacher competences in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26, 199-206. http://dx.doi.org/10.1016/j.tate.2009.02.018

2009

• Álvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321-336.
• Espasa, A. (2009). El feedback en el marc de la regulació de l’aprenentatge: caracterització i anàlisi en un entorn formatiu en línia. Tesi doctoral no publicada. Universitat Oberta de Catalunya.
• Guasch, T., Guardia, L., & Barberà, E. (2009). Prácticas del portfolio electrónico en el ámbito universitario del Estado Español. RED, Revista de Educación a Distancia. Número Monográfico VII. http://www.um.es/ead/red/M8

2007

• Barberà, E., Guasch, T., & Espasa, A. (2007). E-Portfolio to Assess Professional Competences in University Virtual Classrooms. In V. Uskov. Web Based Education (pp.406- 409).
• Coll, C., Rochera, Mª J., Mayordomo, R., & Naranjo, M. (2007). Continuous assessment and support for learning: an experience in educational innovation with ICT support in higher education. Electronic Journal of Research in Educational Psychology, 5(3), 783-804.

2006

• Álvarez, I., & Guasch, T. (2006). Diseño de Estrategias Interactivas para la Construcción de Conocimiento Profesional en Entornos Virtuales de Enseñanza y Aprendizaje. RED. Revista de Educación a Distancia, 14.
• Barberà, E., Bautista, G., Espasa, A., & Guasch, T. (2006). Portfolio electrónico: desarrollo de competencias profesionales en la Red. Revista de Universidad y Sociedad del Conocimiento (RUSC), 3(2).

2001

• Colomina, R.M., Mayordomo, R.M., Onrubia, J. (2001). El análisis de la actividad discursiva en la interacción educativa. Algunas opciones teóricas y metodológicas. Infancia y Aprendizaje, 93, 67-80.