La retroalimentación en los procesos de enseñanza y aprendizaje: Revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La retroalimentación constituye una herramienta clave en la mejora de los procesos de enseñanza y aprendizaje. Este estudio tuvo como objetivo analizar de manera sistemática la producción científica relacionada con el uso e impacto de la retroalimentación en distintos contextos educativos, identificando enfoques, estrategias, beneficios y desafíos. Para ello, se realizó una revisión sistemática de literatura considerando 23 estudios empíricos y teóricos publicados entre 2012 y 2022. La búsqueda se efectuó en bases como Scopus, Scielo, Redalyc y ERIC, utilizando descriptores combinados con operadores booleanos. Se aplicaron criterios de inclusión y exclusión para garantizar la pertinencia y calidad metodológica de las fuentes. Los estudios analizados revelan un enfoque predominante en la retroalimentación formativa, el feedback dialógico y la autorregulación. Se destacan beneficios como el desarrollo del pensamiento crítico y la mejora del aprendizaje, así como retos en la implementación docente y la interpretación estudiantil. Por lo tanto, la retroalimentación efectiva requiere una estrategia adaptativa, centrada en el estudiante y sostenida en el diálogo pedagógico.
Feedback is a key tool in improving teaching and learning processes. The aim of this study was to systematically analyze scientific output related to the use and impact of feedback in different educational contexts, identifying approaches, strategies, benefits, and challenges. To this end, a systematic literature review was conducted, considering 23 empirical and theoretical studies published between 2012 and 2022. The search was carried out in databases such as Scopus, Scielo, Redalyc, and ERIC, using descriptors combined with Boolean operators. Inclusion and exclusion criteria were applied to ensure the relevance and methodological quality of the sources. The studies analyzed reveal a predominant focus on formative feedback, dialogic feedback, and self-regulation. Benefits such as the development of critical thinking and improved learning are highlighted, as well as challenges in teaching implementation and student interpretation. Therefore, effective feedback requires an adaptive strategy, centered on the student and sustained by pedagogical dialogue.
Feedback is a key tool in improving teaching and learning processes. The aim of this study was to systematically analyze scientific output related to the use and impact of feedback in different educational contexts, identifying approaches, strategies, benefits, and challenges. To this end, a systematic literature review was conducted, considering 23 empirical and theoretical studies published between 2012 and 2022. The search was carried out in databases such as Scopus, Scielo, Redalyc, and ERIC, using descriptors combined with Boolean operators. Inclusion and exclusion criteria were applied to ensure the relevance and methodological quality of the sources. The studies analyzed reveal a predominant focus on formative feedback, dialogic feedback, and self-regulation. Benefits such as the development of critical thinking and improved learning are highlighted, as well as challenges in teaching implementation and student interpretation. Therefore, effective feedback requires an adaptive strategy, centered on the student and sustained by pedagogical dialogue.
Description
Vol. 9, No. 39