Evaluative Feedback for Group Work as a Tutorial Action Strategy at Universities
Gorde:
| Egilea: | |
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| Formatua: | artículo original |
| Egoera: | Versión publicada |
| Argitaratze data: | 2019 |
| Deskribapena: | Tutorial action as part of educational development has become a requirement of the new European Higher Education Area (EHEA). Given this context, the intent of feedback between the faculty and students is to contribute to the teaching-learning model. Group work has also become another didactic tool which instructors do not generally assess through a qualitative analysis. This study probes at the perception of Occupational Therapy students who attended a required course at the University of Salamanca in Spain, with regards to tutoring feedback as a learning strategy for group work. In order to analyze this further, a cross-cutting study was conducted during two consecutive years with students enrolled in the course. The results revealed that using this type of tutorial action to provide feedback is a positive method for reporting on lessons learned. The conclusions and shortcomings of the study are also presented. |
| Herria: | Portal de Revistas UCR |
| Erakundea: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Hizkuntza: | Español |
| OAI Identifier: | oai:archivo.portal.ucr.ac.cr:article/30062 |
| Sarrera elektronikoa: | https://archivo.revistas.ucr.ac.cr/index.php/educacion/article/view/30062 |
| Gako-hitza: | Tutorials Feedback Learning Tutorías Retroalimentación Aprendizaje |