TY - GEN
T1 - Impacto de las estrategias de retroalimentación en los aprendizajes de estudiantes universitarios. Una revisión sistemática del 2016 al 2022
AU - Ibañez-Lezama, Cindy
AU - Cañamero-Tuanama, Nancy
AU - Díaz-Pérez, Paola
AU - Méndez-Llanos, Elsy
N1 - Publisher Copyright:
© 2022 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.
PY - 2022/7/18
Y1 - 2022/7/18
N2 - Abtract- By exploring 42 scientific research articles published in countries from Asia, America and Europe.The objective is to analyze the impactof feedback strategies on the learning of university students from2016 to 2022, based on the systematic review of successful experiences. Likewise, this study employed the methodology of systematic review of scientific literature, which comprises the detection, consultation, extraction/collection and integration of contributions in three databases, Scopus, Scielo andEric, in addition, forthe selection of articles, inclusion and exclusion criteria establishedin the Prisma methodologywere used.In conclusion, the applied feedback strategies have had a favorable impact on student learning;therefore, there are substantial changes in their cognitive, procedural and attitudinal processes, during the development oftheirtraining experiences.
AB - Abtract- By exploring 42 scientific research articles published in countries from Asia, America and Europe.The objective is to analyze the impactof feedback strategies on the learning of university students from2016 to 2022, based on the systematic review of successful experiences. Likewise, this study employed the methodology of systematic review of scientific literature, which comprises the detection, consultation, extraction/collection and integration of contributions in three databases, Scopus, Scielo andEric, in addition, forthe selection of articles, inclusion and exclusion criteria establishedin the Prisma methodologywere used.In conclusion, the applied feedback strategies have had a favorable impact on student learning;therefore, there are substantial changes in their cognitive, procedural and attitudinal processes, during the development oftheirtraining experiences.
KW - explicit correction
KW - Feedback strategies
KW - learning
UR - https://www.scopus.com/pages/publications/85139993110
U2 - 10.18687/LACCEI2022.1.1.697
DO - 10.18687/LACCEI2022.1.1.697
M3 - Contribución a la conferencia
AN - SCOPUS:85139993110
T3 - Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology
BT - 20th LACCEI International Multi-Conference for Engineering, Education Caribbean Conference for Engineering and Technology
A2 - Larrondo Petrie, Maria M.
A2 - Texier, Jose
A2 - Pena, Andrea
A2 - Viloria, Jose Angel Sanchez
T2 - 20th LACCEI International Multi-Conference for Engineering, Education Caribbean Conference for Engineering and Technology, LACCEI 2022
Y2 - 18 July 2022 through 22 July 2022
ER -