Learning Achievements Through Virtual Feedback: A Systematic Review

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Rosa Genoveva Carranza-Dávila, Juan Antonio Guevara-Fernández, Ricardo Nacor Ríos-Lozada, Jorge Genaro Ramirez-Delgado, Bertila Hernández-Fernández


This article presents the results of a research focused on the study of the processes of learning outcomes between teachers and students understood from the understanding of hypothetical feedback. A research background is provided by researching articles related to the topic under investigation. The results show the importance of developing, receiving and analyzing the feedback tool as well as its impact in motivating students and improving their subsequent learning. Data is provided on the different types and terms of feedback that influence learning-oriented assessment. The effect of developing feedback processes on the emotional and personal domains of the participants was remarkable. The study of experimental feedback has helped drive complex, real-world global assessment methods, and thus deep and relevant learning, beyond the simple strategic process. From the point of view of the teacher-researcher, he pointed out the contributions of this vision to the analysis, reflection and improvement of their teaching practices, and therefore to their professional development.

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