Perspectivas docentes sobre o feedback na educação a distância

Raísa Patrocínio Correa da Silva

doi:10.51359/2359-1382.2025.265383

Authors

Raísa Patrocínio Correa da Silva University of the São Paulo https://orcid.org/0000-0003-4054-0960

DOI:

https://doi.org/10.51359/2359-1382.2025.265383

Keywords:

higher education, ead professor, self-regulation

Abstract

Distance education requires students to have greater regulatory skills, due to the challenges inherent in this type of education; teachers can support them in developing self-regulation through feedback. However, the literature does not identify teachers' practices in this process. Thus, this study aimed to understand teachers' perspectives on feedback and its contribution to the self-regulation of distance learning students. Based on a survey, we identified, in addition to their perspectives, the types of feedback used, the teachers' difficulties in this process, and the importance they attribute to feedback. Our results identify all types of feedback present in the taxonomy studied, but we found no evidence of their contribution to regulation aspects. On the other hand, teachers attribute importance to feedback for learning and for self-regulation. However, they encounter difficulties related to practice, student profiles, and educational institutions.

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Faculty perspectives on feedback in distance learning

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