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Publication
Feedback no ensino a distância: práticas e impacto na aprendizagem em contexto moçambicano
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Advisor(s)
Abstract(s)
Este estudo analisa a importância do feedback e a sua influência na aprendizagem dos
estudantes em cursos de Ensino Superior a distância em Moçambique, com foco nas práticas de feedback utilizadas numa Licenciatura em Ensino de História. O estudo, de abordagem mista, envolveu 166 estudantes e 8 docentes. Os resultados mostram que estudantes que receberam feedback elaborado alcançaram taxas de aprovação de 85,7%, comparadas a 62,5% nos casos de feedback corretivo e 66,7% no feedback motivacional. Verificou-se ainda que o feedback motivacional é o menos frequente (8,1%) e que a ausência de práticas estruturadas limita o desempenho académico. Conclui-se que é necessário promover formação docente específica e estabelecer diretrizes institucionais para práticas de feedback eficazes em ambientes virtuais de aprendizagem.
A distance higher education courses in Mozambique, focusing on feedback practices used in a bachelor’s degree in history teaching. The study, which used a mixed approach, involved 166 students and 8 teachers. The results show that students who received detailed feedback achieved pass rates of 85.7%, compared to 62.5% in cases of corrective feedback and 66.7% in motivational feedback. It was also found that motivational feedback is the least frequent (8.1%) and that the absence of structured practices limits academic performance. It was concluded that it is necessary to promote specific teacher training and establish institutional guidelines for effective feedback practices in virtual learning environments.
A distance higher education courses in Mozambique, focusing on feedback practices used in a bachelor’s degree in history teaching. The study, which used a mixed approach, involved 166 students and 8 teachers. The results show that students who received detailed feedback achieved pass rates of 85.7%, compared to 62.5% in cases of corrective feedback and 66.7% in motivational feedback. It was also found that motivational feedback is the least frequent (8.1%) and that the absence of structured practices limits academic performance. It was concluded that it is necessary to promote specific teacher training and establish institutional guidelines for effective feedback practices in virtual learning environments.
Description
Versão pré-print.
Keywords
Educação a distância Docência Práticas pedagógicas Avaliação Feedback
Pedagogical Context
Citation
Afonso, A., Alizeu, A., & Morgado, L. (2025). Feedback no Ensino a Distância: Práticas e Impacto na Aprendizagem em Contexto Moçambicano. EaD Em Foco, 15(1), e2437.
Publisher
Fundação Cecierj