Abstract
Action research calls for the solution of practical problems in the classroom as well as the expansion of theoretical knowledge. In this study, feedback in cumulative work is explored as a strategy for guiding and improving the teaching-learning process. By following a feedback loop: initial draft, feedback on first draft, final draft, and marking, 28 students in at the University Universidad Nacional Autónoma de México (UNAM) had the opportunity to receive guidance and demonstrate improvement in a blended learning, or b-learning course. The study lasted five weeks and engaged university learners as well as the educator in videoconferences focused on feed up, feedback, and feed forward.This pedagogical action research involved observation, research and planning, implementation, and reflection. Data was gathered on students’ access to technology and their perception upon effectiveness of remote learning based on their experience. Additionally, scores before and after treatment were registered and analyzed.The findings showed a general improvement after feedback sessions and learners were able to present enhanced final versions of tasks. The study’s main contributions are the confirmation of positive results on effective feedback as well as an opening to discussion, adaptation, and improvement of the practices presented.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.