Evaluación de la enseñanza universitaria mediante el análisis crítico del feedback estudiantil

• Olga Lilian Mendoza-Talledo https://orcid.org/0000-0001-6053-562X
• Fabrina Monserrate Cedeño-Mendoza https://orcid.org/0000-0002-6829-6683
• Alexandra María Verduga Pino https://orcid.org/0000-0003-4864-0499
• Luis Javier Castillo-Heredia https://orcid.org/0000-0003-4650-8275

DOI: https://doi.org/10.31876/rcs.v30i.42832

Palabras clave: resiliencia educativa, Educación superior, evaluación educativa, prácticas docentes, retroalimentación

Resumen

La retroalimentación estudiantil desempeña un papel crucial en el ámbito universitario, influyendo significativamente en las prácticas docentes y contribuyendo a la mejora de la calidad educativa y de las dinámicas de enseñanza-aprendizaje. El objetivo central de esta investigación fue examinar las percepciones de los docentes de la Universidad Técnica de Manabí en Ecuador acerca de la retroalimentación estudiantil y su impacto en la práctica profesional. Para ello, se utilizó una metodología mixta y una encuesta digital anónima aplicada a 336 docentes. Los resultados revelaron una diversidad de opiniones, subrayando la necesidad de personalización en los procesos evaluativos y de estrategias equilibradas y constructivas. Aunque la retroalimentación tiene un impacto moderado en la enseñanza, suele percibirse como crítica, destacando la importancia del contacto personal y las evaluaciones del curso. Se resalta la necesidad de mejorar la comunicación, fortalecer la resiliencia emocional y considerar factores como la experiencia y el género para maximizar los beneficios de la retroalimentación. En conclusión, el estudio aboga la implementación de estrategias de retroalimentación claras y específicas, destacando la importancia de los aspectos demográficos y emocionales en la valoración de la retroalimentación para crear un entorno educativo más equitativo y resiliente.

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