Feedback: A reflective strategy on the learning process in renewed Higher Education Careers
La retroalimentación: una estrategia reflexiva sobre el proceso de aprendizaje en carreras renovadas de educación superior
Feedback: uma estratégia reflexiva sobre o processo de Aprendizagem em cursos renovados do Ensino Superior
| 2020 | |
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retroalimentación aprendizaje enseñanza superior innovación feedback learning higher education innovation feedback aprendizagem ensino superior inovação |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2942
http://hdl.handle.net/20.500.11968/4259 |
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| Acceso abierto |
| Sumario: | This study focuses on the elaboration of a feedback strategy, generated by the technical team of the Teacher Improvement Unit (UMD) for the students of renewed careers of a regional State University. It is based on the following questions: How does a young university student learn? How does a student reflect on the learning process? Is there a feedback strategy in renewed careers? A qualitative multiple case study was used, using a mixed methodology and an ethnographic design. For such purposes, the UMD team carried out the study of two official documents as references, as well as four work meetings and semi-structured interviews to the students that participated in the research. Among the main results of this strategy applied by the technical team it was found that the University Selection Test score (PSU) is not related to their academic performance, although there are differences associated with school factors and personal aspects of the students. Also, it is stated that they had different preparation strategies for entering university life, but without an effective accompaniment. Additionally, there is disagreement about their academic results, due to problems of adaptation to university, personal factors and the complexity of the topics. Finally, the study points out the need to strengthen the strategies of learning motivation, anxiety management and study planning in students; in addition to the cognitive functions of precision and accuracy, systematic exploration and linguistic abilities. |
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