Feedback in Higher Education: A Dialogic Process Aimed at the Continuous Improvement of Learning
Gorde:
| Egilea: | |
|---|---|
| Formatua: | artículo original |
| Egoera: | Versión publicada |
| Argitaratze data: | 2025 |
| Deskribapena: | This essay explores the significance of dialogic feedback in learning processes, emphasizing the active role of students in taking ownership of their educational development. It aims to encourage teacher reflection on how to create meaningful opportunities that enhance student engagement in participatory learning environments. The discussion is framed by the need to foster pedagogical practices that promote the autonomous and self-regulated construction of knowledge. It analyzes the phases, levels, principles, and strategies that enhance the effectiveness of feedback. The essay concludes that feedback grounded in dialogue, guidance, self-regulation, and motivation can foster the development of key competencies that enable students to transfer their learning to future tasks, thus supporting the sustainability of lifelong learning. |
| Herria: | Portal de Revistas UNED |
| Erakundea: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Hizkuntza: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/6147 |
| Sarrera elektronikoa: | https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/6147 |
| Gako-hitza: | feedback formative assessment pedagogical dialogue self-regulated learning higher education retroalimentación evaluación formativa diálogo pedagógico autorregulación educación superior |