Feedback in 21st century higher education
ilustraciones, gráficos, tablas
- Autores:
-
Ropero Casiano, Dayaris Jheliksa
Sánchez Díaz, Luisa María
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Unidad Central del Valle del Cauca
- Repositorio:
- Repositorio Institucional - Unidad Central del Valle del Cauca
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uceva.edu.co:20.500.12993/4314
- Acceso en línea:
- http://hdl.handle.net/20.500.12993/4314
- Palabra clave:
- Feedback
Century
Higher
Education
- Rights
- closedAccess
- License
- Derechos reservados - Unidad Central del Valle del Cauca
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Feedback in 21st century higher education |
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Feedback in 21st century higher education |
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Feedback in 21st century higher education |
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Feedback in 21st century higher education |
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Ropero Casiano, Dayaris Jheliksa Sánchez Díaz, Luisa María |
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Giraldo Arcila, Fabio Nelson |
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Ropero Casiano, Dayaris Jheliksa Sánchez Díaz, Luisa María |
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Fabio Nelson Giraldo Arcila [0000-0002-1017-4851] |
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Feedback Century Higher Education |
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Feedback Century Higher Education |
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ilustraciones, gráficos, tablas |
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2024-04-24T22:49:06Z |
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Arriagada, C., Venegas, N., & Calzadilla, ó. (2021). The evaluation of professional co-teaching practices. Praxis y Saber, 2-18. 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. Flodén, J. (2017). The impact of student feedback on teaching in Higher education. Assessment & Evaluation in Higher Education, 1054-1068. 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. 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. Klimova, B., & Pikhart, M. (2022). Application of corrective feedback using emerging technologies among L2 university students. Cogent education, 1-14. 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, 235-250. 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. Rochera, M., Enge, A., & Coll, C. (2021). The effects of teacher' feedback: a case study of an online discussion forum in Higher Education. Journal of Distance Education 21(67), 1- 24. Sánchez-Martí, A., Moreno, J. L. M., & Ion, G. (2019). Design and Validation of a Learning Perception Questionnaire through Peer Feedback in Higher Education. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 4(53), 113-128. 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. Zhao, Y., & Ellis, R. (2020). The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study. LANGUAGE TEACHING RESEARCH, 361-363. |
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Tuluá, Valle del Cauca, Colombia |
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Giraldo Arcila, Fabio NelsonRopero Casiano, Dayaris JheliksaSánchez Díaz, Luisa MaríaFabio Nelson Giraldo Arcila [0000-0002-1017-4851]Tuluá, Valle del Cauca, ColombiaTuluá2024-04-24T22:49:06Z2024-04-24T22:49:06Z2023http://hdl.handle.net/20.500.12993/4314Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasThroughout time, educational theorists have been concerned about providing students with different tools to improve their learning process, which is why what we call feedback arises from there, which was born given the need to allow students to identify their shortcomings in academic performance in order to solve them constantly through it, using it as an effective tool to improve the quality of learning, making the necessary adjustments and, in turn, motivate them to continue acquiring new knowledge. From this perspective, feedback is defined as the information provided by a teacher or instructor to a student about his or her work or performance, with the aim of improving his or her results and learning (Klimova & Pikhart, 2022). This paper aims to present feedback practices used in European higher education to help students and teachers to implement this process and improve classroom teaching (Egelandsdai & Krumsvik, 2019). Undoubtedly, this tool is transcendental in the educational field since teachers are concerned that their students have an excellent academic performance and that, in turn, they have a meaningful learning in front of the subject studied. In addition, feedback helps to understand the effectiveness of implementing it in the classroom, identifying better educational practices, improving learning and maximizing the potential of students. The European continent is taken as a reference since it has the evidence demonstrates a constant improvement in educational quality at all levels of education, in addition it has policies that focus on feedback as a means to support and improve the implementation of this educational tool. Likewise, it was determined that feedback seeks to change the meaning of a correction method to learning based on critical thinking. Universities in Europe not only have processes that generate results in students, but also allow teachers to innovate through technological tools and other strategies that enable clear, concise and effective learning.Licenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoPDF36 páginasapplication/pdfspaDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/closedAccessCerradohttp://purl.org/coar/access_right/c_14cbFeedback in 21st century higher educationbachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónFeedbackCenturyHigherEducationArriagada, C., Venegas, N., & Calzadilla, ó. (2021). The evaluation of professional co-teaching practices. Praxis y Saber, 2-18.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.Flodén, J. (2017). The impact of student feedback on teaching in Higher education. Assessment & Evaluation in Higher Education, 1054-1068.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.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.Klimova, B., & Pikhart, M. (2022). Application of corrective feedback using emerging technologies among L2 university students. Cogent education, 1-14.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, 235-250.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.Rochera, M., Enge, A., & Coll, C. (2021). The effects of teacher' feedback: a case study of an online discussion forum in Higher Education. Journal of Distance Education 21(67), 1- 24.Sánchez-Martí, A., Moreno, J. L. M., & Ion, G. (2019). Design and Validation of a Learning Perception Questionnaire through Peer Feedback in Higher Education. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 4(53), 113-128.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.Zhao, Y., & Ellis, R. (2020). The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study. LANGUAGE TEACHING RESEARCH, 361-363.Público generalPregradoEspecializaciónORIGINALDegree Work - Dayaris Ropero and Luisa Sanchez (1).docx.pdfDegree Work - Dayaris Ropero and Luisa Sanchez (1).docx.pdfTrabajo de grado pregradoapplication/pdf963898https://repositorio.uceva.edu.co/bitstream/20.500.12993/4314/1/Degree%20Work%20-%20Dayaris%20Ropero%20and%20Luisa%20Sanchez%20%281%29.docx.pdf3e29786741a2f03090dfa063b5c02d03MD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-82219https://repositorio.uceva.edu.co/bitstream/20.500.12993/4314/2/license.txt59919569caf899aa9ec9da2fa40f116cMD52open accessTHUMBNAILDegree Work - Dayaris Ropero and Luisa Sanchez (1).docx.pdf.jpgDegree Work - Dayaris Ropero and Luisa Sanchez (1).docx.pdf.jpgIM Thumbnailimage/jpeg9081https://repositorio.uceva.edu.co/bitstream/20.500.12993/4314/3/Degree%20Work%20-%20Dayaris%20Ropero%20and%20Luisa%20Sanchez%20%281%29.docx.pdf.jpg649baf16606a2e95f682ecb7ed6fc704MD53open access20.500.12993/4314oai:repositorio.uceva.edu.co:20.500.12993/43142024-04-25 03:00:29.884open accessRepositorio Institucional Unidad Central del Valle del Caucabiblioteca@uceva.edu.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 |