¿Influye la Retroalimentación Correctiva en el Uso de la Retroalimentación Elaborada en un Entorno Digital?

  1. Ignacio Máñez
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2020

Volumen: 26

Número: 1

Páginas: 57-65

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

Digital environments are able to provide corrective feedback such as knowledge of response (KR: correct/incorrect) or knowledge of correct response (KCR: the correct answer is X), along with elaborated feedback (EF: explanations). It is common to assume that students process EF, although recent research shows that this is not always the case, probably because of the corrective feedback provided along with EF. The main goal of this study is to analyze the voluntary decision to access EF depending on KR and KCR feedback received immediately after answering questions from a science text. Secondary students received corrective feedback according to the condition assigned: KR, KCR, or control (i.e., non-corrective feedback). Afterwards, all the students could access EF, that included an explanation about the knowledge assessed. Results suggest that receiving KR and KCR feedback decreases the use of EF compared to control feedback, although there are no differences in the final learning.

Referencias bibliográficas

  • Anmarkrud, O., McCrudden, M. T., Braten, I. y Stromso, H. I. (2013). Taskoriented reading of multiple documents: Online comprehension processes and offline products. Instructional Science, 41, 873-894. https://doi.org/10.1007/s11251-013-9263-8
  • Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A. y Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213–238. https://doi.org/10.3102/00346543061002213
  • Butler, D. L. y Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281. https://doi.org/10.3102/00346543065003245
  • Cerdán, R., Gilabert, R. y Vidal-Abarca, E. (2011). Selecting information to answer questions: Strategic individual differences when searching texts. Learning and Individual Differences, 21, 2011-205. https://doi. org/10.1016/j.lindif.2010.11.007
  • Dunlosky, J. y Metcalfe, J. (2009). Metacognition. Thousand Oaks, CA: Sage. Fox, J.-P., Klein Entink, R. y Timmers, C. (2014). The joint multivariate modeling of multiple mixed response sources: Relating student performances with feedback behavior. Multivariate Behavioral Research, 49, 54-66. https://doi.org/10.1080/00273171.2013.843441
  • Golke, S., Dörfler, T. y Artelt, C. (2015). The impact of elaborated feedback on text comprehension within a computer-based assessment. Learning and Instruction, 39, 123-136. https://doi.org/10.1016/j. learninstruc.2015.05.009
  • Hattie, J. y Gan, M. (2011). Instruction based on feedback. En R. E. Mayer y P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 249 -271). New York, NY: Routledge.
  • Kluger, A. N. y DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284. https://doi.org/10.1037/0033-2909.119.2.254
  • Lefevre, D. y Cox, B. (2016). Feedback in technology-based instruction: Learner preferences. British Journal of Educational Technology, 47, 248-256. https://doi.org/10.1111/bjet.12227
  • Llorens, A. C., Vidal-Abarca, E. y Cerdán, R. (2016). Formative feedback to transfer self-regulation of task-oriented reading strategies. Journal of Computer Assisted Learning, 32, 314-331. https://doi.org/10.1111/ jcal.12134
  • Llorens, A. C., Vidal-Abarca, E., Cerdán, R. y Ávila, V. (2015). Does formative feedback on search behavior help students in answering comprehension questions from an available text? Infancia y Aprendizaje, 38, 808-841. https://doi.org/10.1080/02103702.2015.1076269
  • Maier, U., Wolf, N. y Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types. Computers & Education, 95, 85-98. https://doi.org/10.1016/j.compedu.2015.12.002
  • Máñez, I., Vidal-Abarca, E., Kendeou, P. y Martínez, T. (2019). How do students process complex formative feedback in question-answering tasks? A think-aloud study. Metacognition and Learning, 14, 65-87. https://doi.org/10.1007/11409-0s11409-01909192-w
  • Mason, B. J. y Bruning, R. (2001). Providing feedback in computer-based instruction: What the research tells us. Center for Instructional Innovation, University of Nebraska-Lincoln. Recuperado de https:// www.researchgate.net/publication/247291218_Providing_Feedback_in_ Computer-based_Instruction_What_the_Research_Tells_Us
  • Mory, E. H. (2004). Feedback research revisited. En D. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 745-783). Mahwah, NJ: Erlbaum.
  • Narciss, S. (2013). Designing and evaluating tutoring feedback strategies for digital learning environments on the basis of the interactive tutoring feedback model. Digital Education Review, 23, 7-26.
  • Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G. y Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71, 56-76. https://doi.org/10.1016/j.compedu.2013.09.011
  • Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25, 98-117. https://doi.org/10.1080 /02568543.2010.531076
  • Nicol, D. J. y Macfarlane-Dick, D. (2006). Formative assessment and selfregulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218. https://doi. org/10.1080/03075070600572090
  • OCDE. (2006). Assessing scientific, reading and mathematical literacy. A framework for PISA 2006. París, Francia: OCDE.
  • OCDE. (2010). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science. París, Francia: OCDE.
  • Roelle, J. y Berthold, K. (2017). Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters. Learning and Instruction, 49(2), 142-156, https://doi.org/10.1016/j.learninstruc.2017.01.008
  • Rouet, J.-F., Britt, M. A. y Durik, A. M., (2017). RESOLV: Readers’ representation of reading contexts and tasks. Educational Psychologist, 52, 200-215. https://doi.org/10.1080/00461520.2017.1329015
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153-189. https://doi.org/10.3102/0034654307313795
  • Shute, V. J. y Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33, 1-19. https://doi.org/10.1111/jcal.12172
  • Tärning, B. (2018). Review of feedback in digital applications-Does the feedback they provide support learning? Journal of Information Technology Education: Research, 17, 247-283. https://doi. org/10.28945/4104
  • Timmers, C. F. y Veldkamp, B. P. (2011). Attention paid to feedback provided by a computer-based assessment for learning on information literacy. Computers & Education, 56, 923-930. https://doi.org/10.1016/j. compedu.2010.11.007
  • Van der Kleij, F. M., Eggen, T. J. H. M., Timmers, C. F. y Veldkamp, B. P. (2012). Effects of feedback in a computer-based assessment for learning. Computers & Education, 58, 263-272. https://doi.org/10.1016/j. compedu.2011.07.020
  • Van der Kleij, F. M., Feskens, R. C. y Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85, 475-511. https://doi.org/10.3102/0034654314564881
  • Vidal-Abarca, E., Mañá, A. y Gil, L. (2010). Individual differences for selfregulating task-oriented reading activities. Journal of Educational Psychology, 102, 817-826. https://doi.org/10.1037/a0020062
  • Vidal-Abarca, E., Martínez, T., Salmerón, L., Cerdán, R., Gilabert, R., Gil, L., … Ferris, R. (2011). Recording on-line processes in task-oriented reading with Read&Answer. Behavior Research Methods, 43, 179-192. https:// doi.org/:10.3758/s13428-010-0032-1
Fuente de los datos: Dialnet