Anna Espasa

TL;DR: In this article, a teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles to identify the achievements and difficulties in a specific formative experience in order to assess the suitability of this conceptual-methodological framework for the design of training proposals aiming to develop teachers' competencies for virtual environments in higher education.

TL;DR: In this article, the authors present a referential framework for university teacher roles and competencies in online learning environments, with a view to assisting in the design of professional development activities.

TL;DR: In this article, the authors identify the presence of feedback according to the regulation of learning required, characterise this feedback, and explore possible relationships between feedback and the results of the teaching and learning process (i.e., students satisfaction and final grades).

TL;DR: In this paper, the authors analyse the nature of teacher feedback during a collaborative writing assignment, and identify the possible effects feedback has on the revision of a text written by university students in an asynchronous online learning environment.

TL;DR: Research tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication and results reveal that concerning thetype of feedback, epistemic feedback or epistemic and suggestive feedback best improve the qualityof collaborative writing performance.