Revistes Catalanes amb Accés Obert (RACO)

Positive effect of increasing feedback for student self-adjustment of learning habits

Ramon Vilanova Arbós, Pere Ponsa Asensio


The university is currently living a great amount of changes of conceptual and methodological nature, on the basis of the European Higher Education Area (EHEA). This new scenario promotes new learning and teaching methodologies with particular requirements. In a global sense it can be stated that a major consequence of this new approach is the increase on the amount of feedback required between the actors involved during the learning process (e.g. lecturer and students). In this article we present an experience where the organization of the lecture activities (teaching, evaluation, assessment, etc) are organized along a timeline that obeys to the purpose of increasing the feedback the student receives. Even it is well known that continuous evaluation may constitute a positive framework that van enhance student performance, it is shown here that if all the activities are designed as a whole the student’s self-feedback is increased and the final performance improved. As a particular case of this experience, the teaching of the Signals and Systems subject within the Computer Science Engineering degree is taken as a framework and improvements shown with data with respect to previous years.

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