Perspectivas docentes sobre o feedback na educação a distância

Raísa Patrocínio Correa da Silva

doi:10.51359/2359-1382.2025.265383

Autores

Raísa Patrocínio Correa da Silva Universidade de São Paulo-USP https://orcid.org/0000-0003-4054-0960

DOI:

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

Palavras-chave:

educação superior, professor ead, autorregulação

Resumo

A educação a distância requer dos estudantes maiores habilidades regulatórias, devido aos desafios inerentes à modalidade de ensino; podendo os professores apoiá-los no desenvolvimento da autorregulação a partir do feedback. Contudo, a literatura não identifica práticas docentes nesse processo. Dessa forma, este estudo objetivou conhecer as perspectivas docentes sobre o feedback e sua contribuição para a autorregulação do estudante EAD. A partir de um levantamento identificamos além de suas perspectivas, os tipos de feedback utilizados, as dificuldades docentes nesse processo e a importância atribuída ao feedback. Nossos resultados identificam todos os tipos de feedback presentes na taxonomia estudada, porém, não encontramos evidências de sua contribuição para aspectos regulatórios. Por outro lado, os professores atribuem ao feedback a importância para a aprendizagem e para a autorregulação. Contudo, encontram dificuldades relacionadas à prática, ao perfil do estudante; e às instituições de ensino.

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Perspectivas docentes sobre o feedback na educação a distância

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