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http://hdl.handle.net/10609/2862
Title: El feedback en el marc de la regulació de l'aprenentatge : caracteritizació i anàlisi en un entorn formatiu en línia
Author: Espasa Roca, Anna  
Director: Barberà Gregori, Elena  
Others: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Keywords: feedback;regulació;entorns virtuals;ensenyament superior;feedback;regulación;entornos virtuales;enducación superior;feedback;regulation;virtual environments;university
Issue Date: 26-Mar-2009
Publisher: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Abstract: This research aims to respond to some difficulties emerging from the characteristics of an online environment, i.e. asynchronous and based on written communication. In this context, it is not easy to gather evidence showing that students are progressing towards achieving learning objectives. One of the mechanisms teachers have to facilitate learning is giving feedback during the educational activity. The focus of this research is to identify and characterize feedback processes in the specific context of online teaching and learning. Feedback is conceptualized as a source of external regulation, provided by an agent whose aim is to promote the regulation of learning in order to facilitate the construction of knowledge. Little empirical study has so far been done around this research issue. Two studies conform this dissertation. The first one is a quantitative study aiming to provide a general exploratory description of the feedback given in nine courses of different nature developed online. The results obtained allow us to identify the presence of feedback in virtual classrooms and a general exploratory description of the feedback from the student's point of view. The second study presents a micro-level analysis of the characteristics of feedback given by the teacher in the three courses which have been selected because, potentially, promote at their best the regulation of online learning.
Language: Catalan
URI: http://hdl.handle.net/10609/2862
Appears in Collections:Doctoral Thesis

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