Universitat de Barcelona
2020-01-16T11:53:02Z
2020-01-16T11:53:02Z
2013-06
2020-01-16T11:53:02Z
Formative feedback is widely considered one of the most influential elements within teaching and learning processes, as evidenced by a range of articles and reviews conducted primarily in face-toface environments (see, for example, Evans, 2013; Kluger & DeNisi, 1998; Hattie & Timperley, 2007; Kulhavy & Stock, 1989; Mory, 2004; Narciss & Huth, 2004; Shute, 2008). A review of the literature shows that feedback has been conceptualized according to specific learning viewpoints. Different psychological perspectives -objectivism, information processing, socioculturalism, visible learning theory- provide distinct frameworks for describing different views of learning and the nature, characteristics and function of feedback (Hattie & Gan, 2011)...
Article
Published version
English
Formació; Aprenentatge; Mitjans de comunicació digitals; Training; Learning; Digital media
Universitat de Barcelona
Reproducció del document publicat a: http://revistes.ub.edu/index.php/der/article/view/11283
Digital Education Review, 2013, num. 23, p. 1-6
cc-by-nc-nd (c) Rochera Villach, Ma. José et al., 2013
http://creativecommons.org/licenses/by-nc-nd/3.0/es
