The role of feedback in autonomous university learning
DOI:
https://doi.org/10.56294/mw2024572Keywords:
Effective feedback, Self-regulation of learning, Formative assessment, Ecuadorian higher education, Pedagogical strategiesAbstract
In Ecuadorian higher education, the quality of autonomous learning and the self-regulation capacity of students have faced persistent challenges. Despite advances in educational policies, students continued to experience difficulties in managing their learning, which impacted their academic performance and professional preparation. One of the determining factors was the lack of effective feedback from teachers, who focused on summative assessments rather than formative approaches. Feedback played a key role in teaching and learning, as it allowed students to reflect on their performance and adjust their study strategies. However, in many cases, this feedback was unidirectional, corrective and late, which limited its impact on improving learning. In addition, a lack of understanding of how to use feedback reduced its effectiveness in developing autonomous learning. Another problem identified was the variability in the quality and accessibility of feedback due to teachers' time and resource constraints. In distance education, asynchronous communication made the interaction necessary for effective feedback even more difficult. Furthermore, the lack of teacher training in innovative strategies prevented the use of the potential of feedback to promote self-regulation of learning. In conclusion, transforming feedback into a pedagogical tool was essential to improve self-regulation and autonomous learning, requiring teacher training and evidence-based strategies.
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