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Author: Anna Espasa ORCID 0000-0001-5520-4973
Total results: 7
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IS STUDY DISCIPLINE A RELEVANT VARIABLE IN RELATION TO STUDENT FEEDBACK LITERACY?
A. Espasa orcid, R.M. Mayordomo, T. Guasch orcid, M. Martinez-Melo orcid - EDULEARN21 Proceedings - pages 6668-6675.
USE OF VIDEO FEEDBACK IN AN ONLINE PRONUNCIATION ACTIVITY TARGETING COMPLEX SOUNDS IN A FOREIGN LANGUAGE
S. Martin orcid, I. Álvarez orcid, A. Espasa orcid - EDULEARN21 Proceedings - pages 816-821.
DISCREPANCIES BETWEEN THE SELF-PERCEIVED LEVEL OF FEEDBACK LITERACY AND THE FEEDBACK KNOWLEDGE IN ONLINE STUDENTS
M. Martinez Ricart, T. Guasch Pascual, A. Espasa Roca - ICERI2020 Proceedings - pages 6674-6678.
RELATIONSHIP BETWEEN EMOTIONAL AND COGNITIVE ENGAGEMENT WITH FEEDBACK IN ONLINE ENVIRONMENTS
R.M. Mayordomo orcid, A. Espasa Roca, T. Guasch Pascual, M. Martínez Melo - ICERI2020 Proceedings - pages 5672-5676.
HOW DOES FEEDBACK CONTRIBUTE TO STUDENT LEARNING? MASTER’S DEGREE STUDENTS’ PERCEPTIONS OF THEIR COMPETENCY DEVELOPMENT
M. Fernández-Ferrer, A. Espasa - EDULEARN19 Proceedings - pages 8561-8567.
STUDENT ENGAGEMENT IN MOOCS WITH APPROPRIATE FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES
N. Floratos, T. Guasch, A. Espasa - EDULEARN17 Proceedings - pages 1604-1612.
IS STUDENT ENGAGEMENT HIGHER IN MOOCS WITH APPROPRIATE FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES?
N. Floratos, T. Guasch Pascual, A. Espasa Roca - ICERI2016 Proceedings - pages 512-519.