Hacia un «feedback» formativo en modelos semipresenciales y a distancia
The new educational reality, generated by the pandemic, has been a challenge for the educational process, especially concerning evaluation. And within it, to develop the training function, which, however, is now the one that can lead us to rescue a b-learning or distance learning process, and raise...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Spanish |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Universidad Pontificia Comillas
2021
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| In: |
Miscelánea Comillas
Year: 2021, Volume: 79, Issue: 154, Pages: 307-336 |
| Further subjects: | B
modalidad a distancia
B modalidad semipresencial B trabajos cortos B papel del minuto B grupos pequeños B preguntas orales B evaluación formativa B realimentación B evaluación B ventana ignaciana |
| Online Access: |
Presumably Free Access Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a The new educational reality, generated by the pandemic, has been a challenge for the educational process, especially concerning evaluation. And within it, to develop the training function, which, however, is now the one that can lead us to rescue a b-learning or distance learning process, and raise it to the quality of effectiveness. The privileged way of carrying out the training function is undoubtedly the use of pedagogical feedback, which can be described as the way to provide «training» information to the student to indicate how far away from the dominion he or she is. Now with these new modalities that Covid-19 has pushed us to use, it is necessary to particularly cultivate that «feedback» in the models that have been generated for training at all levels, though this article delves especially into the university context. | ||
| 520 | |a La nueva realidad educativa, generada por la pandemia, ha sido un reto para el proceso educativo, pero en especial para la evaluación. Y dentro de ella, el desarrollar la función formativa, que, sin embargo, es ahora la que nos puede llevar a rescatar un proceso «b-learning», o a distancia, y elevarlo a la calidad de eficaz. La manera privilegiada de realizar la función formativa indudablemente es la realimentación o retroinformación pedagógica –conocida globalmente como «feedback»–, y que puede describirse como la manera de brindar información «formativa» al estudiante para señalarle a qué distancia de los dominios está. Ahora con estas nuevas modalidades a que nos ha empujado la COVID-19 es preciso cultivar de manera especial ese «feedback» en los modelos que se han generado para la formación a todo nivel, pero aquí profundizamos especialmente en el universitario. | ||
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| 650 | 4 | |a ventana ignaciana | |
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| 650 | 4 | |a realimentación | |
| 650 | 4 | |a evaluación formativa | |
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