Resumen de El feedback efectiu personalitzat en entorns virtuals: estudis des de la perspectiva estudiant-professor
The EHEA has brought profound changes in higher education to bring attention to the process of student learning instead of being, as before, focused on the teaching of the teacher. The new paradigm is a change in the assessment of teaching and learning, and demand a new way of acting oriented education and learning which places the student in a central place (Sangrà et al., 2004). The role of the student and the teacher must change, students must take an active attitude and the teacher must guide, advice and guide the activities carried out by the student (Municio Pozo et al., 2006). To promote these behaviors in participants of educational activity is not easy.
Numerous studies show that changing how we assess and what we asses it is possible to change the way students learn. An educational model that puts the student at the center of the learning process should be structured around a continuous assessment, which takes place not only at the end of the learning process but during it, that provides students with useful information to improve when if even for a time (Gibbs - Simpson, 2004). Seven of the ten conditions according to Gibbs and Simpson must meet a system of continuous assessment to promote effective learning, refer to the feedback provided by teachers in the activities of the student during the evaluation process, however, feedback without a response from the student is totally unproductive learning (Laurillard 2002). The student must read and be applied, and this point means that the feedback should not only be well prepared and provided in time to be used, but also the ability to promote student self-regulation (Nicol - Macfarlane-Dick, 2006) to ensure that students are committed to learning.
Given the exponential growth that the online courses are taking, and is expected to continue (Allen, Seaman - Garrett, 2007), feedback is a must. Therefore, it should deepen the instructor feedback feasible strategy to accommodate a wider range of subjects and types of activities of continuous assessment. To promote the strategy of classroom instructor feedback with a high ratio teacher / student is a challenge. In this context, this thesis has been proposed to identify those factors that contribute to effectively implement the personalised feedback made by an individual teacher in an online environment asynchronous, both from the perspective of the student and the teacher. So for this I have responded to the following research questions: 1) What do students think of personalised feedback promoted by the teacher in a virtual environment? And more specifically, what makes characterization of the feedback received? And, what variables do students consider relevant to assess as satisfactory feedback?; and 2) What experience have a virtual teachers had to provide personalised feedback? And more specifically, what opinion do they have of personalised feedback? What obstacles have they had? And what is the relationship with the time taken to comment?
