This article presents a summary of the results obtained by the research carried out by the author of the article and his colleagues from IDOCAL at the University of Valencia and the Department of Social Psychology at the University of Seville into two interventions designed to improve collaboration in virtual teams. One of these interventions is based on feedback, while the other is based on training team members in emotional management. These interventions have been examined based on experimental studies with a group that received feedback on or training in emotional management and a control group. The results confirmed that virtual teams that received process and outcome feedback experienced an improvement in their perception of group learning and reduced social loafing. The latter also improved virtual teams’ affective outcomes. On the other hand, training in emotional management improved virtual teams’ resilience and reduced relational conflict. There is also an improvement in group engagement in those teams that received training in emotional management. The article concludes with a series of recommendations for improving virtual team collaboration based on the results of this research.

There is a high consensus in considering regulatory processes of learning as one of the key elements to ensure the knowledge attainment in distance university context, which allows students to periodically evaluate their learning process. In asynchronous learning environments, one of the normal strategies to facilitate this regulation is the use of feedback mechanisms between teacher and students. Though, in an environment with large groups of students, teacher feedback may become a tedious and unsustaianable task.

In this paper, we present the results of three pilot projects centred in the context of the Business degree from UOC, in which we have explored ICT tools (audio, video and screenshots) and differents stretagies to give feedback with the aim of improving the effectiveness and efficiency of the regulatory process of learning.