Feedback strategies to improve self-regulation and autonomous learning
DOI:
https://doi.org/10.56294/mw2024574Keywords:
feedback, learning self-regulation, autonomous learning, higher education, formative assessmentAbstract
Feedback is a fundamental component in higher education as it facilitates the development of self-regulation and autonomous learning skills. In Ecuador, several educational institutions struggle with implementing effective feedback strategies, which impacts students’ academic performance. This study analyzes the impact of structured feedback on improving learning self-regulation by comparing students’ performance before and after the intervention. Through a quasi-experimental design with a control and an experimental group, a formative feedback program was applied to university students from different disciplines. The results show a significant improvement in the ability to plan, monitor, and evaluate learning in the experimental group, highlighting the importance of integrating feedback strategies into Ecuadorian higher education.
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