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Publications (31)
Para que el feedback online cumpla su función con relación al aprendizaje, es necesario que los estudiantes se impliquen con él. Sin embargo, son pocos los estudios que han abordado el papel de las diferencias individuales en interacción con algunas características de la intervención educativa en la implicación cognitiva de los estudiantes con el f...
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...
Although the literature on feedback processes has identified two approaches to feedback—more transmissive or more dialogical—there is little empirical evidence of how students perceive feedback practices, particularly in online education. Moreover, there is a lack of research addressing previous experience with online feedback (frequency, timing, t...
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...
- Se describe una experiencia de innovación colaborativa de las prácticas de maestro que adopta como eje de la actividad formativa de las prácticas la reflexión compartida entre maestros, tutores de universidad y estudiantes sobre los retos y metas de cambio y mejora de la escuela de prácticas. Participaron seis escuelas, y un total de 14 estudiant...
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...
Se presenta una experiencia de colaboración escuela-universidad en la evaluación de estudiantes de maestro en prácticas, centrada en la evaluación del conocimiento práctico de los estudiantes mediante espacios de evaluación formativa en que participan conjuntamente maestros tutores y tutores de universidad, así como los propios estudiantes. Se reco...
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...
The purpose of the study was to explore possible relationships between work organisation and collaborative knowledge construction in a small group collaborative virtual task with written products. Four small groups (two groups with high marks at the end of the task and two groups with low marks at the end of the task) in an “Instructional Psycholog...
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...
Teaching presence provides conceptual coherence to construct, operationalise and interpret the regulation of online learning environments. Electronic portfolios contribute to the regulatory process moving from an internalisation to an external regulation. The aim of this research is to analyse the relationship between the techno-pedagogical design...
En este trabajo se presenta y discute un sistema de evaluación que permite al profesor obtener múltiples evidencias de las habilidades y conocimientos de los alumnos y optimizar la tutorización, el seguimiento y el apoyo al aprendizaje. La experiencia de innovación ha tenido lugar durante el curso 2005-06 en tres grupos experimentales de la asignat...
In this article we present and discuss an integrated system of continuous assessment (ISCA) in higher education, designed to collect multiple evidences of students' knowledge and abilities, and to facilitate monitoring and support of their learning processes. Inspired by a socio-constructivist approach, which assumes a close relation between teachi...
The article presents a number of conceptual reflections on the role of discoursive activity in the processes of creating zones of proximal development, and proposals for the methodological ways through which this role can be analyzed in situations of interaction between adults and children and teachers and pupils. From the conceptual viewpoint, we...
En aquest treball es presenta i discuteix un sistema d'avaluació que permet al professorat obtenir múltiples evidències de les habilitats i coneixements dels alumnes i optimitzar la tutorització, el seguiment i el suport a l'aprenentatge
