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2020 – today
- 2024
[j5]Ignacio Máñez
, Noemi Skrobiszewska, Adela Descals, María José Cantero, Raquel Cerdán, Oscar F. Garcia, Rafael Garcia-Ros:
Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback? J. Comput. Assist. Learn. 40(4): 1886-1897 (2024)- 2021
- [j4]Carmen Candel, Ignacio Máñez, Raquel Cerdán, Eduardo Vidal-Abarca:
Delaying elaborated feedback within computer-based learning environments: The role of summative and question-based feedback. J. Comput. Assist. Learn. 37(4): 1015-1029 (2021) - 2020
- [j3]Carmen Candel, Eduardo Vidal-Abarca, Raquel Cerdán, Marie Lippmann, Susanne Narciss:
Effects of timing of formative feedback in computer-assisted learning environments. J. Comput. Assist. Learn. 36(5): 718-728 (2020)
2010 – 2019
- 2016
- [j2]A. C. Llorens, Eduardo Vidal-Abarca, Raquel Cerdán:
Formative feedback to transfer self-regulation of task-oriented reading strategies. J. Comput. Assist. Learn. 32(4): 314-331 (2016) - 2014
- [j1]A. C. Llorens, Raquel Cerdán, Eduardo Vidal-Abarca:
Adaptive formative feedback to improve strategic search decisions in task-oriented reading. J. Comput. Assist. Learn. 30(3): 233-251 (2014)
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last updated on 2024-12-10 20:47 CET by the dblp team
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