Teresa Guasch

Teresa Guasch
Universitat Oberta de Catalunya | UOC · Psychology and Educational Sciences Studies

Ph.D.

About

62
Publications
13,192
Reads
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921
Citations
Citations since 2016
16 Research Items
631 Citations
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2016201720182019202020212022020406080100120
2016201720182019202020212022020406080100120
2016201720182019202020212022020406080100120
Introduction
Dean of the Psychology and Education Department. Universitat Oberta de Catalunya (UOC), Barcelona. Research interest: -Educational supports in online learning environments -Writing as a learning tool in online learning environments -E-feedback -Educational uses of ICT and their role in knowledge construction -Teachers’ training in online learning environments Co-coordinator of the Research group Feed2Learn http://www.feed2learn.com/
Additional affiliations
September 2008 - present
Universitat Oberta de Catalunya
Position
  • Co-director Research Group
September 2002 - present
Universitat Oberta de Catalunya
Position
  • Professor (Associate)
Description
  • - Educational Psychology - Doctoral Programme on e-learning - Master of Secondary School Teacher Training

Publications

Publications (62)
Article
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...
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
A pesar de una apuesta firme por la implantación de una evaluación continua y formativa en el contexto universitario, en la práctica, este tipo de evaluación todavía hoy no es una realidad. En este marco de evaluación, los procesos de feedback toman una relevancia clave como facilitadores del aprendizaje. Sin embargo, los resultados de las investig...
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
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...
Research
Full-text available
The special issue dealt with issues that were primarily having a global perspective reflecting the status of language teaching in different contexts such as integrating technology, discourse analysis of e-politeness, teacher education, the effect of teaching techniques on learners’ autonomy, English for academic purposes, multimodal teaching, th...
Article
Full-text available
While information and communication technologies (ICT) have made speakers of and content from the target foreign culture easily accessible to learners and teachers alike, they may cause conditions for FL teachers. This study sought to uncover the nature and extent of FL teachers' use of ICT to contact the target culture, both for instruction and te...
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...
Book
Learning and Teaching Writing Online: Strategies for Success takes a fresh look at the challenge of supporting writers online, and reports on research from around the world to offer a range of learning and teaching strategies. The main themes are feedback in online environments, collaboration through online environments, and course design for onlin...
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
Full-text available
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
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
To know whether students' achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the cognitive results to the students' online behavior (technological presence). In technological presence, interaction is based on the degree in which the online student senses the...
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
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
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
Full-text available
p> El artículo presenta un mapa de las prácticas sobre el portafolio electrónico en el ámbito universitario español, que han sido recopiladas a través de la Red Nacional de Portafolio electrónico durante los años 2006-2008. Esta red está formada por 16 equipos de investigación de universidades españolas y equipos empresariales de distintos lugares...
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
Full-text available
El objetivo de este artículo es presentar evidencias que permitan explicar como los estudiantes han desarrollado competencias profesionales durante un curso en un entorno virtual de enseñanza y aprendizaje, a través del diseño de actividades apoyadas en recursos didácticos y procedimientos de evaluación, inmersos en todo el proceso de construcción...
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 siguiente estudio pretende analizar cómo interpretan profesores y estudiantes de secundaria la tarea de anotación, y además poner en relación la conceptualización de aquellos profesores que enseñan este procedimiento con su actuación en el aula, así como con los apuntes de sus alumnos. Los resultados obtenidos muestran que a) tanto profesores co...
Article
Resumen: El artículo presenta un mapa de las prácticas sobre el portfolio electrónico en el ámbito universitario español, que han sido recopiladas a través de la Red Nacional de Portfolio electrónico durante los años 2006-2008. Esta red está formada por 16 equipo s de investigación de universidades españolas y equipos empresariales de distintos lug...
Article
Full-text available
The need to learn foreign languages is constantly and enormously increased due to globalization, migration, mobility, and tourism, and contact with the target foreign language and culture (FL&C) is essential for proper learning. While the term 'second language' is used to refer to a language abundantly present where it is taught or learned (e.g. It...
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
El objetivo de este artículo es presentar evidencias que permitan explicar como los estudiantes han desarrollado competencias profesionales durante un curso en un entorno virtual de enseñanza y aprendizaje, a través del diseño de actividades apoyadas en recursos didácticos y procedimientos de evaluación, inmersos en todo el proceso de construcción...
Article
Full-text available
El artículo presenta un mapa de las prácticas sobre el portafolio electrónico en el ámbito universitario español, que han sido recopiladas a través de la Red Nacional de Portafolio electrónico durante los años 2006-2008. Esta red está formada por 16 equipos de investigación de universidades españolas y equipos empresariales de distintos lugares del...
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...

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Projects (2)
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