Uma Análise entre Boas Práticas de Feedback em Ambientes Virtuais de Aprendizagem
Resumo
O feedback tem um papel fundamental no processo de ensino-aprendizagem. É através dele que os professores enviam informações relevantes para que os alunos compreendam os assuntos e atividades, além de fomentar a auto-regulação. Contudo, a atividade de escrever e enviar o feedback não é fácil, podendo inclusive levar a desmotivação dos alunos. Diante disto, a literatura educacional apresenta vários trabalhos que propõe boas práticas para elaboração de feedback textual. Este trabalho tem como objetivo analisar a relação entre diferentes teorias de boas práticas para escrita de feedback. Os resultados mostram que algumas características são similares, mas outras não estão listadas em todas as teorias analisadas. Conclui-se que uma combinação dessas teorias podem resultar em um feedback com maior qualidade.
Palavras-chave:
Feedback Educacional, Mineração de Texto, Ambientes Virtuais de Aprendizagem
Referências
[Batista et al. 2018] Batista, R. L., Salgado, N., and Barreto, R. (2018). Avaliação e feedback automático em educação apoiada por tecnologia: Um mapeamento sistemático da literatura. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 29, page 178.
[Burke 2009] Burke, D. (2009). Strategies for using feedback students bring to higher education. Assessment & Evaluation in Higher Education, 34(1):41–50.
[Butler and Winne 1995] Butler, D. L. and Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3):245–281.
[Cavalcanti et al. 2020] Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., and Gašević, D. (2020). How good is my feedback? a content analysis of written feedback. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pages 428–437.
[Cavalcanti et al. 2019] Cavalcanti, A. P., Mello, R. F., Rolim, V., André, M., Freitas, F., and Gašević, D. (2019). An analysis of the use of good feedback practices in online learning courses. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 153–157. IEEE.
[Ferreira et al. 2018] Ferreira, R., Kovanović, V., Gašević, D., and Rolim, V. (2018). Towards combined network and text analytics of student discourse in online discussions. In International Conference on Artificial Intelligence in Education, pages 111–126. Springer.
[Ferreira-Mello et al. 2019] Ferreira-Mello, R., André, M., Pinheiro, A., Costa, E., and Romero, C. (2019). Text mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 9(6):e1332.
[Gašević et al. 2019] Gašević, D., Joksimović, S., Eagan, B. R., and Shaffer, D. W. (2019). Sens: Network analytics to combine social and cognitive perspectives of collaborative learning. Computers in Human Behavior, 92:562–577.
[Hattie and Timperley 2007] Hattie, J. and Timperley, H. (2007). The power of feedback. Review of educational research, 77(1):81–112.
[Henderson et al. 2019] Henderson, M., Ajjawi, R., Boud, D., and Molloy, E., editors (2019). The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners. Springer International Publishing, Cham, Switzerland. Google-Books-ID: WyxQxgEACAAJ.
[Langer 2011] Langer, P. (2011). The use of feedback in education: a complex instructional strategy. Psychological reports, 109(3):775–784.
[Matcha et al. 2019] Matcha, W., Gašević, D., Uzir, N. A., Jovanović, J., and Pardo, A. (2019). Analytics of learning strategies: Associations with academic performance and feedback. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge, pages 461–470. ACM.
[Mello and Gašević 2019] Mello, R. F. and Gašević, D. (2019). What is the effect of a dominant code in an epistemic network analysis? In International Conference on Quantitative Ethnography, pages 66–76. Springer.
[Morel 2016] Morel, G. M. (2016). Evaluating student and instructor use of video feedback in an online learning environment. In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), pages 549–551. IEEE.
[Nascimento et al. 2019] Nascimento, M., Araújo, E., Serey, D., and de Figueiredo, J. C. A. (2019). Giving automated feedback about student code identifiers: a method based on the description of programming problem. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 537.
[Nicol and Macfarlane-Dick 2006] Nicol, D. J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2):199–218.
[Rolim et al. 2019] Rolim, V., Ferreira, R., Lins, R. D., and Gašević, D. (2019). A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry. The Internet and Higher Education, 42:53–65.
[Sadler 1989] Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2):119–144.
[Shaffer et al. 2016] Shaffer, D.W., Collier,W., and Ruis, A. (2016). A tutorial on epistemic network analysis: Analyzing the structure of connections in cognitive, social, and interaction data. Journal of Learning Analytics, 3(3):9–45.
[Burke 2009] Burke, D. (2009). Strategies for using feedback students bring to higher education. Assessment & Evaluation in Higher Education, 34(1):41–50.
[Butler and Winne 1995] Butler, D. L. and Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3):245–281.
[Cavalcanti et al. 2020] Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., and Gašević, D. (2020). How good is my feedback? a content analysis of written feedback. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pages 428–437.
[Cavalcanti et al. 2019] Cavalcanti, A. P., Mello, R. F., Rolim, V., André, M., Freitas, F., and Gašević, D. (2019). An analysis of the use of good feedback practices in online learning courses. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 153–157. IEEE.
[Ferreira et al. 2018] Ferreira, R., Kovanović, V., Gašević, D., and Rolim, V. (2018). Towards combined network and text analytics of student discourse in online discussions. In International Conference on Artificial Intelligence in Education, pages 111–126. Springer.
[Ferreira-Mello et al. 2019] Ferreira-Mello, R., André, M., Pinheiro, A., Costa, E., and Romero, C. (2019). Text mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 9(6):e1332.
[Gašević et al. 2019] Gašević, D., Joksimović, S., Eagan, B. R., and Shaffer, D. W. (2019). Sens: Network analytics to combine social and cognitive perspectives of collaborative learning. Computers in Human Behavior, 92:562–577.
[Hattie and Timperley 2007] Hattie, J. and Timperley, H. (2007). The power of feedback. Review of educational research, 77(1):81–112.
[Henderson et al. 2019] Henderson, M., Ajjawi, R., Boud, D., and Molloy, E., editors (2019). The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners. Springer International Publishing, Cham, Switzerland. Google-Books-ID: WyxQxgEACAAJ.
[Langer 2011] Langer, P. (2011). The use of feedback in education: a complex instructional strategy. Psychological reports, 109(3):775–784.
[Matcha et al. 2019] Matcha, W., Gašević, D., Uzir, N. A., Jovanović, J., and Pardo, A. (2019). Analytics of learning strategies: Associations with academic performance and feedback. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge, pages 461–470. ACM.
[Mello and Gašević 2019] Mello, R. F. and Gašević, D. (2019). What is the effect of a dominant code in an epistemic network analysis? In International Conference on Quantitative Ethnography, pages 66–76. Springer.
[Morel 2016] Morel, G. M. (2016). Evaluating student and instructor use of video feedback in an online learning environment. In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), pages 549–551. IEEE.
[Nascimento et al. 2019] Nascimento, M., Araújo, E., Serey, D., and de Figueiredo, J. C. A. (2019). Giving automated feedback about student code identifiers: a method based on the description of programming problem. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 537.
[Nicol and Macfarlane-Dick 2006] Nicol, D. J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2):199–218.
[Rolim et al. 2019] Rolim, V., Ferreira, R., Lins, R. D., and Gašević, D. (2019). A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry. The Internet and Higher Education, 42:53–65.
[Sadler 1989] Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2):119–144.
[Shaffer et al. 2016] Shaffer, D.W., Collier,W., and Ruis, A. (2016). A tutorial on epistemic network analysis: Analyzing the structure of connections in cognitive, social, and interaction data. Journal of Learning Analytics, 3(3):9–45.
Publicado
24/11/2020
Como Citar
CAVALCANTI, Anderson Pinheiro; ROLIM, Vitor Belarmino; MELLO, Rafael Ferreira Leite de; FREITAS, Frederico Luiz Gonçalves de.
Uma Análise entre Boas Práticas de Feedback em Ambientes Virtuais de Aprendizagem. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 962-971.
DOI: https://doi.org/10.5753/cbie.sbie.2020.962.
