La Retroalimentación en la Educación Superior del Siglo XXI

Autores:: Cárdenas, Gustavo
Giraldo, Fabio
Giraldo, Martha
Zambrano, Armando
Ropero, Dayaris
Sánchez, Luisa

Tipo de recurso:: Article of journal

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	La Retroalimentación en la Educación Superior del Siglo XXI
title	La Retroalimentación en la Educación Superior del Siglo XXI
spellingShingle	La Retroalimentación en la Educación Superior del Siglo XXI Autoevaluación Evaluación Retroalimentación Educación superior Aprendizaje Enseñanza Self-assessment Evaluation Feedback Higher education Learning Teaching Autoavaliacao Avaliacao Ensino superior Aprendizagem Ensino
title_short	La Retroalimentación en la Educación Superior del Siglo XXI
title_full	La Retroalimentación en la Educación Superior del Siglo XXI
title_fullStr	La Retroalimentación en la Educación Superior del Siglo XXI
title_full_unstemmed	La Retroalimentación en la Educación Superior del Siglo XXI
title_sort	La Retroalimentación en la Educación Superior del Siglo XXI
dc.creator.fl_str_mv	Cárdenas, Gustavo Giraldo, Fabio Giraldo, Martha Zambrano, Armando Ropero, Dayaris Sánchez, Luisa
dc.contributor.author.spa.fl_str_mv	Cárdenas, Gustavo Giraldo, Fabio Giraldo, Martha Zambrano, Armando Ropero, Dayaris Sánchez, Luisa
dc.subject.none.fl_str_mv	Autoevaluación Evaluación Retroalimentación Educación superior Aprendizaje Enseñanza Self-assessment Evaluation Feedback Higher education Learning Teaching Autoavaliacao Avaliacao Ensino superior Aprendizagem Ensino
topic	Autoevaluación Evaluación Retroalimentación Educación superior Aprendizaje Enseñanza Self-assessment Evaluation Feedback Higher education Learning Teaching Autoavaliacao Avaliacao Ensino superior Aprendizagem Ensino
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-01-19 00:00:00 2026-04-16T17:41:23Z
dc.date.available.none.fl_str_mv	2024-01-19 00:00:00
dc.date.issued.none.fl_str_mv	2024-01-19
dc.type.spa.fl_str_mv	Artículo de revista
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dc.type.local.eng.fl_str_mv	Journal article
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dc.identifier.doi.none.fl_str_mv	10.19053/uptc.22160159.v15.n40.2024.17823
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url	https://repositorio.uptc.edu.co/handle/001/21350 https://doi.org/10.19053/uptc.22160159.v15.n40.2024.17823
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dc.relation.references.none.fl_str_mv	Agricola, B., Prins, F. & Sluijsmans, D. (2019). Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy and Practice, 0(00), 6-25. Arriagada, C., Venegas, N. & Calzadilla, Ó. (2021). La evaluación de las prácticas profesionales de coenseñanza. Praxis y Saber, 12(31), 2-18. Bánhidi, M., & Lacza, G. (2020). Lifestyle changes during Covid-19 period in Hungary – feedback of university students. World Leisure Journal, 62(4), 325-330. https://doi.org/10.1080/16078055.2020.1825251 Banihashem, S. K., Noroozi, O., Ginkel, S. v., Macfadyen, L. P. & Biemans, H. J. (2021). A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review 37, 1-21. Barth, R. S. (2002). Learning by heart. John Wiley & Sons. Belash, Y., Muravyev, A., Ryzhov, G. & Chirkova, A. (2018). Receiving Feedback from Young Specialists –University Graduates. LETI, 102 104. Cacciamani, S., Perrucci, V. & Iannaccone, A. (2018). Il peer feedback in un corso universitario blended: costruzione di uno schema di codifica. QUERTY 13(2), 32-48. Cheng, X. & Zhang, L. J. (2021). Sustaining university english as a foreign language learners’ writing performance through provision of comprehensive written corrective feedback. Sustainability 18, 1-18. Clayton Bernard, R. & Kermarrec, G. (2022). Peer assessment and video feedback for fostering self, co, and shared regulation of learning in a higher education language classroom. Frontiers in Education 7, 1-13. Costelloe, L. & Egan, A. (2020). “Because, as a teacher, giving feedback and assessment is actually really difficult”: using self- and peer assessment to develop Higher Education teachers’ skills in assessment and feedback. 6th International Conference on Higher Education Advances (pp. 501-505). Valencia: Universitat Politècnica de València. Cronin, A. & Meehan, M. (2021). The utility of mathematics support centre feedback to lecturers of large first-year university mathematics courses. International Journal of Mathematical Education in Science and Technology 52(10), 1471-1490. Dijks, M., Brummer, L. & Kostons, D. (2018). The anonymous reviewer: the relationship between perceived expertise and the perceptions of peer feedback in higher education. Assessment and Evaluation in Higher Education 43(8), 1258-1271. Dingyloudi, F. & Strijbos, J. W. (2018). Just plain peers across social networks: Peer-feedback networks nested in personal and academic networks in higher education. Learning, Culture and Social Interaction 18, 86-112. Egelandsdal, K. & Krumsvik, R. J. (2019). Clicker Interventions at University Lectures and the Feedback Gap. Nordic Journal of Digital Literacy 14(1-2), 70-87. Evgeniya, S., Maksym, V., Yulia, T. & Оlesya, K. (2016). Monitoring of Efficiency of Feedback Systems Use on the Base of Kherson State University. ICTERI. Flodén, J. (2017). The impact of student feedback on teaching in Higher education. Assessment & Evaluation in Higher Education 42(7), 1054-1068. Forster, M., Weiser, C. & Maur, A. (2018). How feedback provided by voluntary electronic quizzes affects learning outcomes of university students in large classes. Computers & Education 121(2), 100-114. Fraile, J., Ruiz-Bravo, P., Orgaz-Rincón, D. & Zamorano-Sande, D. (2021). Evaluación formativa, autorregulación, feedback y herramientas digitales: uso de Socrative en educación. Retos 42, 724-734. González Rodríguez, L. M. & Álvarez Mosquero, P. (2020). The impact of feedback and explicit rhetorical instruction on EFL students’ writing proficiency in higher education. Atlantis, Journal of the Spanish Association of Anglo-American Studies 42(1), 120-142. Gros Salvat, B. & Cano García, E. (2021). Procesos de feedback para fomentar la autorregulación con soporte tecnológico en la educación superior: Revisión sistemática. Revista Iberoamericana de Educacion a Distancia 24(2), 107-125. Harangi-Rákos, M., Stefanescu, D., Zsido, K.-E. & Fenyves, V. (2022). Thrown into Deep Water: Feedback on Student Satisfaction—A Case Study in Hungarian and Romanian Universities. Education sciences 12(1), 2-11. Hernández Rivero, V. M., Santana Bonilla, P. J. & y Sosa Alonso, J. J. (2021). Feedback y autorregulación del aprendizaje en educación superior. Revista de Investigacion Educativa 39(1), 227-248. Huisman, B., Saab, N., Van den Broek, P. & Driel, J. v. (2019). The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analyisis. Assessment & Evaluation in Higher Education 44(6), 863-880. Ion, G., Cano-García, E. & Fernández-Ferrer, M. (2017). Enhancing self-regulated learning through using written feedback in higher education. International Journal of Educational Research 85, 1-10. Jørgensen, B. M. (2018). Investigating non-engagement with feedback in higher education as a social practice. Assessment and Evaluation in Higher Education 44(4), 623-635. Klimova, B. & Pikhart, M. (2022). Application of corrective feedback using emerging technologies among L2 university students. Cogent education 9, 1-14. Knauf, H. (2015). Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities. Assessment and Evaluation in Higher Education 41(3), 442-449. Lachner, A., Burkhart, C. & Nückles, M. (2017). Formative computer-based feedback in the university classroom: Specific concept maps scaffold students’ writing. Computers in Human Behavior 72, 459-469. Langewitz, W., Dantas Seixas, U. P., Hunziker, S., Becker, C., Fischer, M., Benz, A. & Otto, B. (2021). Doctor-patient communication during the corona crisis web-based interactions and structured feedback from standardized patient at the University of Basel and the LMU Munich. GMZ Journal for Medical Education 38(4), 1-19. Leenknecht, M., Hompus, P. & van der Schaaf, M. (2019). Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach. Assessment and Evaluation in Higher Education 44(7), 1069-1078. Lipsch, I. & Kim, D. (2022). A case study of the use of the Hattie and Timperley feedback model on written feedback in thesis examination in higher education. Cogent Education 9(1), 1-16. Lutovac, S., Kaasil, R., Komulainen, J. & Maikkola, M. (2017). University lecturers’ emotional responses to and coping with student feedback: a finnish case study. European Journal of Psychology of Education 32(2), 235-250. Maes, O., Van Nieuwenhoven, C. & Colognesi, S. (2022). The feedback given by university supervisors to student teachers during their co-assessment meetings. Frontiers in Education (7), 1-14. Mauri, T., Ginesta, A. & Rochera, M.-J. (2014). The use of feedback systems to improve collaborative text writing: a proposal for the higher education context. Innovations in Education and Teaching International 53(4), 411-423. Montalbetti, K. & Orizio, E. (2022). Innovare la didattica universitaria fra vincoli e opportunità. Un’esperienza di peer feedback. Qwerty 17(1), 45-64. Murillo-Zamorano, L. R. & Montanero, M. (2017). Oral presentations in higher education: a comparison of the impact of peer and teacher feedback. Assessment and Evaluation in Higher Education 43(1), 138-150. O’Neill, G., McEvoy, E. & Maguire, T. (2020). Developing a national understanding of assessment and feedback in irish higher education. Irish Educational Studies 39(4), 490-510. Panadero, E., García Pérez, D., Fernández Ruíz, J., Fraile, J., SánchezIglesias, I. & Brown, G. (2022). University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects. European Journal of Psychology of Education 38, 1-21. Pastore, S., Manuti, A., Scardigno, F., Curci, A. & Pentassuglia, M. (2019). Students’ feedback in mid-term surveys: an explorative contribution in the Italian university context. Quality in Higher Education 25(1), 21-37. Pentassuglia, M. (2017). Inside the ‘body box’: exploring feedback in higher education. Assessment and Evaluation in Higher Education 43(5), 683-696. Pereira, D., Flores, M., Veiga Simão, A. & Barros, A. (2016). Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students. Studies in Educational Evaluation 49, 7-14. Portillo Vidiella, M. C. & Cano García, E. (2015). Regulating the writing process in the teacher training practicum guided by feedback at the University of Barcelona. Cambridge Journal of Education 46(1), 55-79. Rasi, P. & Vuojari, H. (2018). Toward personal and emotional connectivity in mobile higher education through asynchronous formative audio feedback. British Journal of Educational Technology 49(2), 292-304. Remesal, A., Colomina, R. M., Mauri, T. & Rochera, J. M. (2017). Uso de cuestionarios online con feedback automático para la e-innovación en el alumnado universitario. Comunicar 51, 51-60. Rochera, M., Enge, A. & Coll, C. (2021). The effects of teacher’ feedback: a case study of an online discussion forum in Higher Education. Revista de Educación a Distancia 21(67), 1-24. Roux, D., Meyerc, G., Cymbalista, F., Bouaziz, J., Falgaronee, G., Tesniere, A., Gervais, J., Cariou, A., Peffault de Lattour, R, Marat, M., Moenaert, E., Guebli, T., Rodríguez, O., Lefort, A., Dreyfuss, D., Hajague, D. &Ricard, J. (2016). Computerized ranking test in three French universities: Staff experience and students’ feedback. Revue de Medecine Interne 37, 166-172. Ruohoniemi, M., Forni, M., Mikkonen, J. & Parpala, A. (2017). Enhancing quality with a research-based student feedback instrument: a comparison of veterinary students’ learning experiences in two culturally different European universities. Quality in Higher Education 23(3), 249-263. Sánchez-Martí, A., Muñoz Moreno, J. L. & Ion, G. (2019). Diseño y validación de un cuestionario de percepción del aprendizaje a través del feedback entre iguales en educación superior. Revista Iberoamericana de Diagnóstico y Evaluacion Psicologica 53(4), 113-128. Simonsmeier, B. A., Peiffer, H., Flaig, M. & Schneider, M. (2020). Peer feedback improves students’ academic self-concept in higher education. Spivakovska, E., Vinnyk, M., Tarasich, Y., & Kuchma, O. (2016). Monitoring of Efficiency of Feedback Systems Use on the Base of Kherson State University. International Conference on Information and Communication Technologies in Education, Research, and Industrial Applications.Higher Education 61, 706-724. Tautz, D., Sprenger, D. A. & Schwaninger, A. S. (2021). Evaluation of four digital tools and their perceived impact on active learning, repetition and feedback in a large university class. Computers and Education 175, 1-13. Thangaraj, J., Ward, M. & O’Riordan, F. (2022). Use of assessment and feedback systems for introductory computer programming modules of higher education: a comparative study. 8th International Conference on Higher Education Advances, (pp. 127-134). Valencia: Universitat Politecnica de Valencia. Theobald, M. & Bellhaauser, H. (2022). How am I going and where to next? Elaborated online feedback improves university students’ self-regulated learning and performance. Internet and Higher Education 55, 1-14. Thi Thai, N., De Wever, B. & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers and Education 107, 113-126. Valtins, K. & Muravoca, N. (2019). Intelligent feedback systems in higher education - Why and how? The 15th International Scientific Conference eLearning and Software for Education, (pp. 125-132). Bucarest. van Klaveren, C., Kooiman, K., Cornelisz, I. & Meeter, M. (2018). The higher education enrollment decision:feedback on expected study success and updating behavior. Journal of Research on Educational Effectiveness 12(1), 67-89. van Meenen, F., Masson, N., Catrysse, L. & Coertjens, L. (2023). Taking a closer look at how higher education students process and use (discrepant) peer feedback. Learning and Instruction 84, 1-11. Wu, X. M., Dixon, H. R. & Zhang, L. J. (2021). Sustainable development of students’ learning capabilities: The case of university students’ attitudes towards teachers, peers, and themselves as oral feedback sources in Learning English. Sustainability 13(9), 1-12
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dc.relation.citationedition.spa.fl_str_mv	Núm. 40 , Año 2024 : Investigación y pedagogía
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spelling	Cárdenas, GustavoGiraldo, FabioGiraldo, MarthaZambrano, ArmandoRopero, DayarisSánchez, Luisa2024-01-19 00:00:002026-04-16T17:41:23Z2024-01-19 00:00:002024-01-192216-0159https://repositorio.uptc.edu.co/handle/001/2135010.19053/uptc.22160159.v15.n40.2024.178232462-8603https://doi.org/10.19053/uptc.22160159.v15.n40.2024.17823application/pdftext/xmltext/htmlapplication/epub+zipUniversidad Pedagógica y Tecnológica de ColombiaGustavo Adolfo Cárdenas Messa, Fabio Nelson Giraldo Arcila, Martha Cecilia Giraldo Montoya, Armando Zambrano Leal, Dayaris Jheliksa Ropero Casiano, Luisa María Sánchez Díaz - 2024https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/17823AutoevaluaciónEvaluaciónRetroalimentaciónEducación superiorAprendizajeEnseñanzaSelf-assessmentEvaluationFeedbackHigher educationLearningTeachingAutoavaliacaoAvaliacaoEnsino superiorAprendizagemEnsinoLa Retroalimentación en la Educación Superior del Siglo XXIArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Agricola, B., Prins, F. & Sluijsmans, D. (2019). Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy and Practice, 0(00), 6-25.Arriagada, C., Venegas, N. & Calzadilla, Ó. (2021). La evaluación de las prácticas profesionales de coenseñanza. Praxis y Saber, 12(31), 2-18.Bánhidi, M., & Lacza, G. (2020). Lifestyle changes during Covid-19 period in Hungary – feedback of university students. World Leisure Journal, 62(4), 325-330. https://doi.org/10.1080/16078055.2020.1825251Banihashem, S. K., Noroozi, O., Ginkel, S. v., Macfadyen, L. P. & Biemans, H. J. (2021). A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review 37, 1-21.Barth, R. S. (2002). Learning by heart. John Wiley & Sons.Belash, Y., Muravyev, A., Ryzhov, G. & Chirkova, A. (2018). Receiving Feedback from Young Specialists –University Graduates. LETI, 102 104.Cacciamani, S., Perrucci, V. & Iannaccone, A. (2018). Il peer feedback in un corso universitario blended: costruzione di uno schema di codifica. QUERTY 13(2), 32-48.Cheng, X. & Zhang, L. J. (2021). Sustaining university english as a foreign language learners’ writing performance through provision of comprehensive written corrective feedback. Sustainability 18, 1-18.Clayton Bernard, R. & Kermarrec, G. (2022). Peer assessment and video feedback for fostering self, co, and shared regulation of learning in a higher education language classroom. Frontiers in Education 7, 1-13.Costelloe, L. & Egan, A. (2020). “Because, as a teacher, giving feedback and assessment is actually really difficult”: using self- and peer assessment to develop Higher Education teachers’ skills in assessment and feedback. 6th International Conference on Higher Education Advances (pp. 501-505). Valencia: Universitat Politècnica de València.Cronin, A. & Meehan, M. (2021). The utility of mathematics support centre feedback to lecturers of large first-year university mathematics courses. International Journal of Mathematical Education in Science and Technology 52(10), 1471-1490.Dijks, M., Brummer, L. & Kostons, D. (2018). The anonymous reviewer: the relationship between perceived expertise and the perceptions of peer feedback in higher education. Assessment and Evaluation in Higher Education 43(8), 1258-1271.Dingyloudi, F. & Strijbos, J. W. (2018). Just plain peers across social networks: Peer-feedback networks nested in personal and academic networks in higher education. Learning, Culture and Social Interaction 18, 86-112.Egelandsdal, K. & Krumsvik, R. J. (2019). Clicker Interventions at University Lectures and the Feedback Gap. Nordic Journal of Digital Literacy 14(1-2), 70-87.Evgeniya, S., Maksym, V., Yulia, T. & Оlesya, K. (2016). Monitoring of Efficiency of Feedback Systems Use on the Base of Kherson State University. ICTERI.Flodén, J. (2017). The impact of student feedback on teaching in Higher education. Assessment & Evaluation in Higher Education 42(7), 1054-1068.Forster, M., Weiser, C. & Maur, A. (2018). How feedback provided by voluntary electronic quizzes affects learning outcomes of university students in large classes. Computers & Education 121(2), 100-114.Fraile, J., Ruiz-Bravo, P., Orgaz-Rincón, D. & Zamorano-Sande, D. (2021). Evaluación formativa, autorregulación, feedback y herramientas digitales: uso de Socrative en educación. Retos 42, 724-734.González Rodríguez, L. M. & Álvarez Mosquero, P. (2020). The impact of feedback and explicit rhetorical instruction on EFL students’ writing proficiency in higher education. Atlantis, Journal of the Spanish Association of Anglo-American Studies 42(1), 120-142.Gros Salvat, B. & Cano García, E. (2021). Procesos de feedback para fomentar la autorregulación con soporte tecnológico en la educación superior: Revisión sistemática. Revista Iberoamericana de Educacion a Distancia 24(2), 107-125.Harangi-Rákos, M., Stefanescu, D., Zsido, K.-E. & Fenyves, V. (2022). Thrown into Deep Water: Feedback on Student Satisfaction—A Case Study in Hungarian and Romanian Universities. Education sciences 12(1), 2-11.Hernández Rivero, V. M., Santana Bonilla, P. J. & y Sosa Alonso, J. J. (2021). Feedback y autorregulación del aprendizaje en educación superior. Revista de Investigacion Educativa 39(1), 227-248.Huisman, B., Saab, N., Van den Broek, P. & Driel, J. v. (2019). The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analyisis. Assessment & Evaluation in Higher Education 44(6), 863-880.Ion, G., Cano-García, E. & Fernández-Ferrer, M. (2017). Enhancing self-regulated learning through using written feedback in higher education. International Journal of Educational Research 85, 1-10.Jørgensen, B. M. (2018). Investigating non-engagement with feedback in higher education as a social practice. Assessment and Evaluation in Higher Education 44(4), 623-635.Klimova, B. & Pikhart, M. (2022). Application of corrective feedback using emerging technologies among L2 university students. Cogent education 9, 1-14.Knauf, H. (2015). Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities. Assessment and Evaluation in Higher Education 41(3), 442-449.Lachner, A., Burkhart, C. & Nückles, M. (2017). Formative computer-based feedback in the university classroom: Specific concept maps scaffold students’ writing. Computers in Human Behavior 72, 459-469.Langewitz, W., Dantas Seixas, U. P., Hunziker, S., Becker, C., Fischer, M., Benz, A. & Otto, B. (2021). Doctor-patient communication during the corona crisis web-based interactions and structured feedback from standardized patient at the University of Basel and the LMU Munich. GMZ Journal for Medical Education 38(4), 1-19.Leenknecht, M., Hompus, P. & van der Schaaf, M. (2019). Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach. Assessment and Evaluation in Higher Education 44(7), 1069-1078.Lipsch, I. & Kim, D. (2022). A case study of the use of the Hattie and Timperley feedback model on written feedback in thesis examination in higher education. Cogent Education 9(1), 1-16.Lutovac, S., Kaasil, R., Komulainen, J. & Maikkola, M. (2017). University lecturers’ emotional responses to and coping with student feedback: a finnish case study. European Journal of Psychology of Education 32(2), 235-250.Maes, O., Van Nieuwenhoven, C. & Colognesi, S. (2022). The feedback given by university supervisors to student teachers during their co-assessment meetings. Frontiers in Education (7), 1-14.Mauri, T., Ginesta, A. & Rochera, M.-J. (2014). 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