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 variousdimensions, encompassing epistemological, relational, and pragmatic aspects. How can the Digital Learning Ecosys-tem nurture these dimensions? Does the ecosystem initiate a feedback loop between the teacher and the student, con-figured not only as an evaluative process but also as a reflective and adaptive one? The feedback loop holds a generativevalue; it triggers an internal process in the student, enabling them to construct knowledge about their ongoing activitiesand comprehend through their own evaluative acts. Students stand as the ultimate source of all feedback; they are theones who ultimately generate it, and it is this process that catalyzes learning. Feedback strategies further promote align-ment between the teacher and the student, fostering continuous redesign and co-design.The paper aims to present a survey collecting students’ perceptions onthe condition of separation between professors and students during distance learning andactivation of the educational relationship and feedback through digital devices.