Abstract
Abstract Screen-mediated teaching at the university level has necessitated a redesign of learning environments across various dimensions, encompassing epistemological, relational, and pragmatic aspects. How can the Digital Learning Ecosystem nurture these dimensions? Does the ecosystem initiate a feedback loop between the teacher and the student, configured not only as an evaluative process but also as a reflective and adaptive one? The feedback loop holds a generative value; it triggers an internal process in the student, enabling them to construct knowledge about their ongoing activities and comprehend through their own evaluative acts. Students stand as the ultimate source of all feedback; they are the ones who ultimately generate it, and it is this process that catalyzes learning. Feedback strategies further promote alignment between the teacher and the student, fostering continuous redesign and co-design. The paper aims to present a survey collecting students’ perceptions on the condition of separation between professors and students during distance learning and activation of the educational relationship and feedback through digital devices.
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