El Feedback, la Autorregulación del Aprendizaje y la Satisfacción del Estudiantado Universitario
Palavras-chave:
Feedback, Evaluación del aprendizaje, Satisfacción del estudiantado, Universidad, Estudiantes
Este trabalho é licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 International License.
Resumo
La evaluación de los aprendizajes en la Educación Superior es clave para mejorar la formación, al enfatizar los aspectos formativos de los procesos de evaluación. La investigación ha revelado que cuando la evaluación va acompañada de un feedback de calidad, tiene una influencia positiva en la autorregulación de los aprendizajes y en la satisfacción del estudiantado. Este estudio analiza la percepción estudiantil sobre las características del feedback ofrecido en una asignatura de los grados de educación de la Universitat Rovira i Virgili. Además, se pretende conocer qué relación existe entre las características de feedback percibidas en relación con la autorregulación del aprendizaje y la satisfacción con la asignatura. Para ello, se realizó un estudio basado en un diseño metodológico cuantitativo, mediante una encuesta a una muestra de 161 estudiantes. Con los datos recopilados se realizó un análisis estadístico descriptivo e inferencial. Los resultados muestran una asociación significativa entre algunas características particulares del feedback, la autorregulación del aprendizaje y la satisfacción del estudiantado. Como implicaciones prácticas, se identifican aquellos aspectos clave del feedback percibido que deben tenerse en cuenta para favorecer la autorregulación del aprendizaje y mejorar la satisfacción del estudiantado con la asignatura.
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