Feedback: types and impacts from the voices of university students
保存先:
| 著者: | , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2026 |
| その他の書誌記述: | Feedback is recognized as a key strategy for learning, especially in virtual contexts where interaction is restricted. However, there is little empirical evidence on its effective implementation in initial teacher training. The purpose of this study was to analyze the perceptions of education students regarding the feedback received during remote teaching at a private Chilean university. A mixed approach with a convergent design was adopted, using a self-administered questionnaire applied to 210 people from four teaching degree programs. Quantitative data were analyzed using descriptive statistics and qualitative responses using content analysis. The results indicate a predominance of descriptive feedback, focused on performance and aimed at improvement, while evaluative feedback focused on the individual was rarely used. Participants particularly valued specific, timely comments based on evaluation criteria. It is therefore concluded that these practices favor learning in virtual environments, strengthen self-regulation, and promote meaningful pedagogical links. The study provides relevant evidence on the impact of feedback in distance education contexts, underscoring the need to consolidate training approaches that integrate criteria, reflection, and participation in teaching-learning processes in Chilean higher education. |
| 国: | Portal de Revistas UNED |
| 機関: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| 言語: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/5732 |
| オンライン･アクセス: | https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5732 |
| キーワード: | assessment feedback learning distance education university students evaluación retroalimentación aprendizaje educación a distancia estudiantes universitarios avaliação aprendizagem educação a distância estudantes universitários |