Perspectives on Feedback in University Virtual Environments: A Systematic Literature Review in Hispanic America during the period 2017 to 2022

Tippe-Marmolejo S.D.; Ramos -Neyra M.F.; Bardales-Aguirre L.B.; Munive-Perez E.M.; Dionicio-Quesñay G.V. · Memorias de la Conferencia Iberoamericana de Complejidad, Informatica y Cibernetica, CICIC (2024) · DOI: 10.54808/cicic2024.01.36

Resumen

In recent years, virtual learning environments have expanded their coverage and strengthened through various synchronous and asynchronous tools that enhance interaction with the teacher. In this context, it is essential that formative assessment is efficiently imparted in virtual classrooms. Consequently, feedback is a key element in this process of meaningful learning. In response to this, this systematic literature review describes the main perspectives on feedback in university virtual environments within the Hispanic American sphere from 2017 to 2022. Regarding the methodology, a total of 402 records of documents hosted in Scopus, WOS, Proquest, Scielo and Dialnet were identified. After applying the phases suggested in the PRISMA model, 26 studies were considered for content analysis. The results show that, in virtual environments, feedback is a crucial element for formative assessment to take place. Likewise, one of the main pedagogical challenges in this regard is to achieve student involvement and the long-term impact on their learning. Finally, the findings demonstrate positive effects when implementing feedback strategies of a socio-formative nature.

Instituciones: Universidad Privada del Norte