This contribution is a systematic review of the literature concerning the activation of feedback processes in university classes through the use of different types of Student Response Systems. The nine articles selected through the search aim at making more complex feedback procedures emerge, both multi-dimensional and multidirectional, transformative, not only in comparison to learning, but also to the learning design. Recursive feedback strategies through technologies are more difficult to realise and need complex training ecosystems, which are structured starting from valid pedagogic requirements and have been scientifically validated. They need active didactic strategies involving the students alongside the action. They are effective, not only in improving the practice and decreasing the transmissive dimension of university didactics, but also in structuring true dialogic postures between students and instructors, leading to a co-designing of the learning-teaching paths, to the alignment of the objectives, and to a co-structuring of new knowledge outcomes.

Feedback with technologies in higher education. A systematic review

Pentucci Maila
2019

Abstract

This contribution is a systematic review of the literature concerning the activation of feedback processes in university classes through the use of different types of Student Response Systems. The nine articles selected through the search aim at making more complex feedback procedures emerge, both multi-dimensional and multidirectional, transformative, not only in comparison to learning, but also to the learning design. Recursive feedback strategies through technologies are more difficult to realise and need complex training ecosystems, which are structured starting from valid pedagogic requirements and have been scientifically validated. They need active didactic strategies involving the students alongside the action. They are effective, not only in improving the practice and decreasing the transmissive dimension of university didactics, but also in structuring true dialogic postures between students and instructors, leading to a co-designing of the learning-teaching paths, to the alignment of the objectives, and to a co-structuring of new knowledge outcomes.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11564/718645
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