Anna Espasa

Anna Espasa
Universitat Oberta de Catalunya | UOC · Psychology and Educational Sciences Studies

About

62
Publications
20,300
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962
Citations
Introduction
Associate Professor of the Department of Psychology and Education at the Open University of Catalonia (UOC). She is currently the Director of Educational Psychology Master’s Programme. Main research interests are in the context of teaching and learning processes, focusing on assessment for learning and feedback in online environments.

Publications

Publications (62)
Article
Full-text available
Despite many studies about video feedback in both face-to-face and online settings, little research has been carried out exploring how this technique is perceived by students learning the pronunciation of specific sounds in a foreign language. Adopting grounded theory as the methodology and a dialogic approach as the conceptual framework, the prese...
Article
Full-text available
Online feedback plays a key role in learning, but this requires that students engage with feedback. Some authors identify students’ perception of feedback as relevant to understanding engagement. To measure the effect that perceived feedback (specifically its valence) has upon engagement with feedback, a quasi-experimental study has been carried ou...
Article
Online feedback plays a key role in learning, but this requires that students engage with feedback. Some authors identify students’ perception of feedback as relevant to understanding engagement. To measure the effect that perceived feedback (specifically its valence) has upon engagement with feedback, a quasi-experimental study has been carried ou...
Article
Full-text available
The design and use of competence frameworks and models for educators in Sustainability Education is a growing field of study that seeks to guide their professional development while identifying, examining, and assessing the competences they need. In this article we conduct a systematic review of the frameworks and models of sustainability competenc...
Article
Full-text available
Bio-hybrid light-emitting diodes (Bio-HLEDs) based on color down-converting filters with fluorescent proteins (FPs) have achieved moderate efficiencies (50 lm/W) and stabilities (300 h) due to both thermal- and photo-degradation. Here, we present a significant enhancement in efficiency (~130 lm/W) and stability (>150 days) using a zero-thermal-quen...
Article
Dialogic feedback demands an active role by lecturers and students to become effective. However, sometimes students do not engage with the feedback received. The use of technology and different channels to provide feedback (using audio and video feedback) in online learning environments could contribute to make students more active with the feedbac...
Article
Full-text available
The development of new active biocompatible materials and devices is a current need for their implementation in multiple fields, including the fabrication of implantable devices for biomedical applications and sustainable devices for bio-optics and bio-optoelectronics. This paper describes a simple strategy to use designed proteins to develop prote...
Chapter
Even having designed an academic program based on competencies when students finish this program they are usually not aware of their competency development. Feedback can act as a promoter of this competency development but not all types of feedback can do it. It has to meet some characteristics, which requires that students adopt an active role onc...
Article
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 r...
Article
Research on feedback shows the dialogic perspective as one that potentially promotes learning improvement. This article presents the Dialogic Feedback Index (DFI), a measure that contributes to establishing to what extent feedback design is potentially dialogic. Performing the study in an online context enabled us to evaluate the potential of the i...
Article
Full-text available
While MOOCS have emerged as a new form of open online education around the world, research is stilling lagging behind to come up with a sound theoretical basis that can cover the impact of socio-economic background variables, ICT competences, prior experiences and lifelong learning profile, variance in intentions, environmental influences, outcome...
Article
Full-text available
Many publications and surveys refer to the high drop out rate in Massive Open Online Courses (MOOCs) which is around 90%, especially if we compare the number of students who register against those who finish. Working towards improving student engagement in MOOCs, we focus on providing specific research-based recommendations on formative assessment...
Article
There is a large number of meta-studies at all levels of education highlighting the importance of feedback on learning and its status as one of the major quality aspects in teaching and learning. What is the best type of feedback to give in an online learning environment in order for the students to benefit from it and improve their essay? What do...
Article
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This paper reports on an empirical and descriptive investigation into how teachers and learners use technology in three prototypical learning activities in a higher educational online learning environment. Additionally, the relationship between the educational uses of technology and the overall educational patterns of interaction between teachers a...
Article
Full-text available
The need for supporting student writing has received much attention in writing research. One specific type of support is feedback—including peer feedback—on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environm...
Chapter
Full-text available
http://www.etc.cmu.edu/etcpress/files/Teachers-Writing-Technology-PytashFerdigRasinki-etal-web.pdf
Conference Paper
Full-text available
Palabras clave: rúbrica, evaluación formativa, evaluación de competencias, educación virtual. Abstract El objetivo de la presente comunicación es presentar las rúbricas como un recurso para facilitar el proceso de evaluación del diario de prácticas. El prácticum de Psicopedagogía está organizado en función de los diferentes ámbitos de intervención...
Data
The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the feedb...
Article
Full-text available
The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the feedb...
Article
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...
Article
The main objective of this chapter is to show the importance of feedback in favouring quality in online learning processes. From the students' point of view,feedback helps them to regulate their own learning and this is why feedback is a key element in asynchronous and distance learning.The chapter is divided into two parts. The first presents an e...
Article
Full-text available
In a virtual learning environment based on asynchronous written communication, writing is an essential tool, and usually it is the only evidence that instructors have of students’ learning. But despite being a routine activity, it is not always taught explicitly nor are orientations given to students. One specific support is the feedback on student...
Chapter
This chapter is aimed at presenting an integrated framework of the educational information and communications technology (ICT) competencies that university teachers should have to teach in an online learning environment. Teaching through ICT in higher education involves performing three main roles – pedagogical, socialist, and design/planning – and...
Article
Full-text available
Within the constructivist framework of online distance education the feedback process is considered a key element in teachers’ roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the kind of feedback to provide and how to provide it, we establish three aims for this research: identi...
Article
This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the achiev...
Article
It is widely shared that educational supports are indispensable in order to promote knowledge construction in the educational process. However, based on previous research, our hypothesis lies on the idea that teachers in an online environment understand the process of teaching and learning as an autonomous process in which the student -an adult - i...
Article
Full-text available
The aim of this article is to clarify the university teacher roles and competencies in online learning environments, with a view to assisting in the design of professional development activities. This referential framework results from an extensive review of the literature and from analysing professional development designed in different European u...
Article
Aquest estudi forma part del projecte eLene-TLC1 Virtual Campus (2007-2008) recolzat pel programa eLearning de la Comissió Europea. L'objectiu d'aquest projecte és que els professors i els estudiants facin el millor ús possible de les TIC en l'educació superior, preparant als professors per als estudiants de la generació xarxa, permetent als estudi...
Article
Full-text available
On line student assessment is one of the least known and most problematic issues of virtual learning. This is so because of its general organization and format in relation to specific contents, mainly in applied subjects because of their epistemological approaches. In this context, the renewal of assessment processes promoting new practices accordi...
Article
L'article exposa el sentit i les caracteristiques d'un portfolio electronic aplicat en un context universitari d'ensenyament en linia. El portfolio que es presenta posa l'emfasi en el seguiment dels treballs dels estudiants a partir del progres continuat de les competencies professionals que s'han desenvolupat al llarg dels Estudis de Psicopedagogi...
Article
En esta comunicación se esclarecen funciones, roles, competencias y tareas del docente universitario en entornos virtuales de enseñanza y aprendizaje con el propósito de contribuir a mejorar el diseño de acciones formativas dirigidas a la capacitación del profesorado para este ejercicio Este resultado se obtiene del análisis de significativas refer...
Article
Full-text available
El artículo expone el sentido y las características de un portfolio electrónico aplicado en un contexto universitario de enseñanza en línea. El portfolio que se presenta pone su énfasis en el seguimiento de los trabajos de los estudiantes basándose en el progreso continuado de las competencias profesionales que se han desarrollado a lo largo de los...
Article
Informe de recerca del PIC (Projecte Internet Catalunya). Data d'inici de la recerca: juliol de 2002. Data de finalització de l'informe: novembre de 2003. Data de publicació: març de 2004 En una primera fase, el projecte va consistir en la caracterització de l'estudi, el disseny i la selecció d'una mostra representativa de 350 centres de primària i...
Article
En: Perspectiva escolar Barcelona 2004, n. 290, diciembre ; p. 75-81 Se explica cómo se ha llevado a cabo el proceso de planificación para la integración de las TIC en un centro escolar, con la implicación de toda la comunidad educativa, Bibliografía al final
Article
Full-text available
Aquest document pretén recollir aportacions teòriques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal de definir els criteris per al disseny de la formació dels professors d'educació superior en les TIC. Este documento pretende recoger aportaciones teóricas sobre las prácticas pedagógicas que incorporan y promuev...
Article
Full-text available
Aquest document pretén recollir aportacions teòriques i pràctiques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal d'aclarir, facilitar i fer coherent el disseny de la formació dels professors d'educació superior en les TIC. El seu propòsit és trobar alternatives de formació que compleixin amb les necessitats edu...
Article
Aquest article pretén descriure el procés metodològic d'identificació i mesurament de les competències TIC dels professors i com a formadors en les TIC en un entorn d'aprenentatge en línia en l'Educació Superior portat a terme en el marc del Projecte Europeu Elene-TLC. La revisió de la recerca en les competències en línia del professor demostra que...
Article
L'objectiu d'aquesta tesi doctoral és l'estudi de l'activitat educativa en línea posant atenció en els processos de feedback com a promotors de la regulació de l'aprenentatge. Des d'una aproximació socio-constructivista, s'ha elaborat una primera part teòrica fonamentada, en primer lloc, en les teories de l'aprenentatge i les teories de l'educació...

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Projects

Projects (3)
Project
To foster Evaluative Judgement in Preservice Teachers and to explore how this judgement is shaped.
Archived project
IP: Dra. Anna Espasa Roca Dra. Teresa Guasch Pascual OPTIM-Feedback_Feedback y carga docente: estrategias para la optimización del aprendizaje en entornos virtuales y reducción de la carga de trabajo docente OPTIM-Feedback_Feedback i càrrega docent: Estratègies per a l'Optimització de l'Aprenentatge en Entorns Virtuals i reducció de la càrrega del treball docent