Overview of feedback in higher education in anglo-saxon countries

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dc.contributor.advisorGiraldo Arcila, Fabio Nelson
dc.contributor.authorRamírez Quiceno, Cristian Camilo
dc.contributor.orcidFabio Nelson Giraldo Arcila [0000-0002-1017-4851]spa
dc.coverage.cityTuluáspa
dc.coverage.spatialTuluá, Valle del Cauca, Colombiaspa
dc.date.accessioned2024-04-05T17:06:52Z
dc.date.available2024-04-05T17:06:52Z
dc.date.issued2023
dc.descriptionilustraciones, gráficos, tablasspa
dc.description.abstractEste artículo de diseño documental con enfoque cualitativo y de alcance descriptivo, tiene como objetivo indagar cuáles son las tendencias y enfoques predominantes en la investigación sobre la retroalimentación en la educación superior en los países anglosajones en los últimos 10 años. Resalta la importancia de la retroalimentación y ofrece una visión comparativa de las prácticas y enfoques utilizados en los países anglosajones. Se enfatizan las estrategias para mejorar la retroalimentación, incluyendo la capacitación de docentes y estudiantes en técnicas efectivas, así como el fomento de una cultura de retroalimentación constructiva. Este documento presenta un resumen de la retroalimentación en los países anglosajones, utilizando comparaciones basado en la recopilación y análisis de los 50 documentos más relevantes de una selección de 99 documentos resultado de la búsqueda inicial. Los resultados se organizaron en siete categorías temáticas descritas en el apartado metodológico. En cuanto a las prácticas de retroalimentación en entornos educativos, se encontró que los países anglosajones implementan estrategias variadas, como evaluaciones formativas y retroalimentación personalizada. Además, se puede evidenciar el uso de herramientas tecnológicas, como plataformas digitales y aplicaciones móviles, para facilitar la entrega y recepción de retroalimentación.spa
dc.description.abstractenglishThe purpose of this documentary article design with qualitative approach and descriptive scope is to investigate the predominant trends and approaches in research on feedback in higher education in Anglo-Saxon countries over the last 10 years. It highlights the importance of feedback and offers a comparative view of practices and approaches used in Anglo-Saxon countries. Strategies for improving feedback are emphasized, including training teachers and students in effective techniques, as well as fostering a culture of constructive feedback. This paper presents a summary of feedback in Anglo-Saxon countries, using comparisons based on the collection and analysis of the 50 most relevant documents from a selection of 99 documents resulting from the initial search. The results were organized into seven thematic categories described in the methodological section. Regarding feedback practices in educational environments, it was found that Anglo-Saxon countries implement varied strategies, such as formative assessments and personalized feedback. In addition, the use of technological tools, such as digital platforms and mobile applications, can be evidenced to facilitate the delivery and receipt of feedback.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado (a) en Lenguas Extranjeras con énfasis en Inglésspa
dc.description.tableofcontentsResumen / Abstract / Introduction / Chapter I. Problem statement / 1.1 Rationale / Chapter II. Reference framework / 2.1 Objectives / 2.1.1 General objective / 2.1.2 Specific objectives / 2.1 Background Studies / Chapter III. Methodology / Chapter IV. Results / 4.1 Studies on the Quality of feedback in higher education / 4.2 Studies on the effects of different types of feedback / 4.3 Studies on Students’ Perception of Feedback / 4.4 Studies on the implementation and use of feedback technologies / 4.5 Studies on feedback in specific areas / 4.6 Studies on the relationship of feedback to other factors / 4.7 Studies on the evaluation of feedback / Conclusions / Recommendations / Bibliographic references /spa
dc.formatPDFspa
dc.format.extent64 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameInstname:Unidad Central del Valle del Caucaspa
dc.identifier.reponamereponame:Repositorio Institucional Unidad Central del Valle del Caucaspa
dc.identifier.repourlrepourl:https://repositorio.uceva.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12993/4251
dc.language.isoengspa
dc.publisher.facultyFacultad de Ciencias de la Educaciónspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con énfasis en Inglésspa
dc.relation.referencesAli, M., Ahmed, L., & Rose, S. (1993). A. (2018). Identifying Predictors of Students’ Perception of and Engagement with Assessment Feedback.” Active Learning in Higher Education, 19(3), 239-251.spa
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dc.relation.referencesDarwin, S. (2016). The emergence of contesting motives for student feedback-based evaluation in Australian higher education. Higher Education Research & Development, 35(3), 419-432.spa
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dc.relation.referencesGlazzard, J., & Stones, S. (2019). Student perceptions of feedback in higher education. International Journal of Learning, Teaching and Educational Research, 18(11), 38-52.spa
dc.relation.referencesGreen, S. (2019). What students don't make of feedback in higher education: An illustrative study. Journal of English for Academic Purposes, 38, 83-94.spa
dc.relation.referencesHara, T., Braun, I., Kapp, F., Hara, K., Leydecker, M., & Schill, A. (2018, December). Supporting Feedback Phases of Self-Regulated Learning in University Settings through Canvas-Based Discussions. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 1158- 1161). IEEE.spa
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dc.relation.referencesRyan, T., Henderson, M., & Phillips, M. (2019). Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education. British Journal of Educational Technology, 50(3), 1507-1523.spa
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dc.relation.referencesWinstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041spa
dc.relation.referencesWood, C., & Jones, G. (2020). Evaluating the nature of summative feedback on electronically submitted work at a UK University: implications for post-compulsory education. Research in Post-Compulsory Education, 25(4), 420-444.spa
dc.rightsDerechos reservados - Unidad Central del Valle del Caucaspa
dc.rights.accessrightsinfo:eu-repo/semantics/closedAccessspa
dc.rights.coarhttp://purl.org/coar/access_right/c_14cbspa
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)*
dc.rights.localCerradospa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0*
dc.subject.keywordsFeedbackeng
dc.subject.keywordsEvaluationeng
dc.subject.keywordsEducationeng
dc.subject.keywordsTeachingeng
dc.subject.keywordsTechnologyeng
dc.subject.proposalRetroalimentaciónspa
dc.subject.proposalEvaluaciónspa
dc.subject.proposalEducaciónspa
dc.subject.proposalEnseñanzaspa
dc.subject.proposalTecnologíaspa
dc.titleOverview of feedback in higher education in anglo-saxon countriesspa
dc.typebachelor thesisspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersionspa
dcterms.audiencePúblico generalspa
dcterms.audience.professionaldevelopmentPregradospa
dcterms.audience.professionaldevelopmentEspecializaciónspa

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