<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>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.</p>
<p>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.</p>
</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.

Feedback strategies in distance education: a survey of university students

University “G. d’Annunzio” of Chieti-Pescara

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Feedback strategies in distance education: a survey of university students"}

Screen-mediated teaching at the university level has necessitated a redesign of learning environments across various dimensions, encompassing epistemological,...

Feedback strategies in distance education: a survey of university students

Online veröffentlicht: 14. Dez. 2023

Seitenbereich: 34 - 40

DOI: https://doi.org/10.2478/rem-2023-0022

Schlüsselwörter
Digital Learning Ecosystem, Feedback, Distance learning, Perceptions, Interaction

© 2023 Maila Pentucci et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Feedback strategies in distance education: a survey of university students

Online veröffentlicht: 14. Dez. 2023

Seitenbereich: 34 - 40

DOI: https://doi.org/10.2478/rem-2023-0022

SchlüsselwörterDigital Learning Ecosystem, Feedback, Distance learning, Perceptions, Interaction

© 2023 Maila Pentucci et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
Digital Learning Ecosystem, Feedback, Distance learning, Perceptions, Interaction