Feedback According to the Effects on Learning in Virtual Education

Abstract

The non-experimental study, with a descriptive-diagnostic design of basic purpose, had the objective of determining and describing the types of feedback according to the effects on learning that teachers use when offering feedback in virtual education, thepopulation was 378 teachers of which, through probabilistic sampling, 191 teachers were defined as the sample size, a questionnaire of 35 questions was applied through the survey technique, therefore descriptive statistics were used for data analysis, establishing the results through frequencies and percentages; The result was that 48. The results show that 48.3 % of teachers use descriptive feedback, which leads to the conclusion that teachers provide detailed information for the improvement of student performance; however, when there is an error in performance, the teacher intervenes immediately, obstructing self-regulation in the learning process.