Anna Espasa

As online learning becomes increasingly prevalent, understanding how students regulate their learning in digital contexts is crucial. This study validated the Spanish version of the Self-Regulation for Learning Online (SRL-O) questionnaire, originally developed in English to assess motivational beliefs and learning strategies in online and blended learning. A total of 1,880 university students from a fully online Spanish institution completed the 44-item SRL-O, which measures 10 factors: online self-efficacy, intrinsic and extrinsic motivation, negative achievement emotion, planning and time management, metacognition, study environment, effort regulation, social support, and task strategies. Two higher-order factors (i.e., motivational beliefs and learning strategies) were also identified. Confirmatory factor analysis and exploratory SEM on two random subsamples ( n = 940 each) provided adequate support for the original structure, requiring only a small number of residual covariances to achieve acceptable fit ( CFI ⩾ .90, RMSEA ⩽ .05). Reliability was good to excellent for nearly all subscales (McDonald’s omega). The SRL-O shows conceptual and psychometric robustness in Spanish and offers a practical tool for identifying students at risk of poor academic outcomes and promoting self-regulated learning in online education.

This paper presents the results of the co-design stage of the project “Strengthening Teachers’ Digital Competences,” focused on assessment mediated by Artificial Intelligence (AI) in 12 Centros María Espínola (CME) in Uruguay. The starting point was a previous mixed-methods diagnosis (N = 187 surveys and 11 focus groups) that revealed low competence levels in the area of assessment (M = 1.88 on a 4-point scale), along with marked ethical resistance to replacing the pedagogical relationship with algorithmic processes. In February 2026, collaborative workshops were held with the participation of more than 20 teachers and CME coordinators. The co-design methodology made it possible to identify that teachers demand situated training that does not focus solely on technique, but rather on the pedagogical redesign of tasks to foster critical paraphrasing and avoid uncritical plagiarism. Likewise, ethical red lines were defined, preserving human dimensions such as empathy and the socio-emotional context as domains exclusive to teachers. The results highlight the importance of Universal Design for Learning (UDL) and the seminar effect (peer learning) as pillars for the sustainability of training in contexts of vulnerability. This collective construction helps ensure that the final proposal, structured into flexible pathways, is feasible, responsive to real classroom needs, and coherently integrated into the Ceibal ecosystem.

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 feedback online. Este estudio explora las posibles relaciones entre la orientación motivacional, las creencias sobre el control del proceso de aprendizaje, la autoeficacia y las expectativas de éxito con la implicación cognitiva con el feedback. Además, se analiza si las posibilidades de reelaboración de la actividad, a partir del feedback recibido, genera diferentes niveles de implicación cognitiva. Se diseñó un cuasi-experimento con medidas pre-post. Participaron 87 estudiantes que tuvieron la posibilidad de reelaborar el trabajo a partir del feedback recibido durante el proceso y volverlo a entregar, y 80 estudiantes del grupo control sin posibilidades de reelaboración. Los resultados apuntan que no se apreciaron diferencias significativas en cuanto a la incidencia de la orientación motivacional con relación a la implicación cognitiva con el feedback, pero todos los estudiantes mostraron un elevado nivel de orientación motivacional hacia el aprendizaje. Las creencias sobre el control del proceso de aprendizaje, la autoeficacia y las expectativas de éxito incidieron en la implicación cognitiva con el feedback recibido al final de la actividad. Proporcionar feedback durante la realización de la actividad mediatizó esta influencia.

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, type of feedback and the opportunity to resubmit their work) and how this influences student engagement. To provide evidence regarding these issues, we administered an online questionnaire to 1,766 bachelor students. Results suggested that students tend to perceive feedback practices as resembling the transmissive model. Even so, the results confirmed that students’ prior experience with online feedback influences their degree of cognitive engagement with it. The discussion in this paper focuses on the importance of carrying out dialogical feedback practices in online education, as well as demonstrating why it is important to purposefully design feedback, at both instructional and institutional levels.

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 out between two groups of master’s students (191 students, 91.6% women, with a mean age of 30.6 years): a group in which students had the possibility to resubmit an assignment after feedback and another group in which students only received feedback at the end of the assignment. Results show there are no significant differences between both groups regarding the perception of the feedback. However, the results point to the importance of feedback valence perception in resubmission situation. In this situation, a significant relationship between emotional engagement and cognitive engagement with feedback was identified depending on how the feedback was perceived. The main conclusions are the need of incorporating opportunities for resubmission to promote engagement with feedback, the relevance of the perception of feedback, and the role of emotional engagement plays in relation to cognitive engagement with feedback.

Information about the paper titled "USE OF VIDEO FEEDBACK IN AN ONLINE PRONUNCIATION ACTIVITY TARGETING COMPLEX SOUNDS IN A FOREIGN LANGUAGE" at IATED Digital Library

Information about the paper titled "IS STUDY DISCIPLINE A RELEVANT VARIABLE IN RELATION TO STUDENT FEEDBACK LITERACY?" at IATED Digital Library

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 investigaciones que se han llevado a cabo en los últimos años sobre el feedback concluyen que los estudiantes no lo utilizan, es decir, no lo aprovechan para mejorar su aprendizaje. El objetivo del presente artículo es aportar evidencias sobre cómo la estrategia basada en la reelaboración del trabajo académico puede promover la implicación de los estudiantes con el feedback en entornos virtuales o híbridos. Para dar respuesta a este objetivo se diseñó un cuasi-experimento con medidas pre-post. La muestra estuvo compuesta por 76 estudiantes que recibieron la intervención (reelaboración del trabajo a partir del feedback recibido y entrega final) y 60 del grupo control. Los resultados ponen de manifiesto que la reelaboración del trabajo va asociada a niveles más altos de implicación con el feedback. La discusión sitúa la relevancia de los resultados en contextos virtuales o con un uso intensivo de la tecnología y su potencialidad para transferirlos a la práctica educativa, por su impacto en la regulación y en el diseño de prácticas realmente formativas que contribuyan al aprendizaje.

The design and use of competence frameworks and models for educators in Sustainability 3iEducation is a growing field of study that seeks to guide their professional development while identifying, examining, and assessing the competences they need. In this article we conduct a systematic review of the frameworks and models of sustainability competences addressed to teachers and other educators to shed light on (a) the backgrounds of the analyzed frameworks, (b) the conceptual and pedagogical approaches towards sustainability and competences behind them, (c) the different types of educators’ competences included and particularly those addressed to promote transformational perspectives, and (d) the pedagogical strategies applied to develop them. We analyzed 14 papers out of an initial sample of 437. Findings show that all are developed in Europe. Most of them rely on the United Nations Economic Commission for Europe (UNECE) framework and its guiding approach of Education for Sustainable Development. A few others critically approach sustainability and recognize its contradictions even though they subscribe within this broad sustainability approach. The most common competences are Critical Thinking, Participation in Community, and Connections, which have been identified as those that educators need to face current sustainability challenges from a critical and transformative perspective. However, other competences significantly associated with transformational education such as Emotions Management, Futures and Achieving Transformation are less addressed and receive less attention in terms of the pedagogical strategies needed to promote them. We discuss how the different ways of understanding and operationalizing sustainability and competences behind these frameworks can shape educators’ transformational capacities in Sustainability Education. Further research should address the identified challenges and provide educators with practical and suitable tools for transformative education.