Feedback no Ensino a Distância

Práticas e Impacto na Aprendizagem Em Contexto Moçambicano

Authors

DOI:

https://doi.org/10.18264/eadf.v15i1.2437

Keywords:

Distance education, Teaching, Feedback, Pedagogical practices, Assessment

Abstract

This article analyzes the importance of feedback and its influence on student learning, focusing on the feedback practices used in a History Teaching Degree at a distance higher education institution in Mozambique, involving 166 students and 8 lecturers. The study adopts a mixed methods approach and observes the interaction between teachers and students in seven-degree subjects during the 1st academic semester. Data collection included direct observation and analysis of data from the Moodle platform. Results show that although feedback is fundamental to improving academic performance, many students need to receive it properly, which results in low pass rates in some subjects. Motivational feedback was the least frequent, with only 8.1 percent of students receiving it, while corrective and elaborative feedback accounted for 21.6 percent and 9.5 percent, respectively. The statistical analysis also reveals that the effectiveness of feedback varies according to the discipline and the quality of the interaction, highlighting the need to implement more effective practices. The study emphasizes the importance of structured feedback in promoting self-regulation and autonomous learning. It suggests the need to adopt institutional policies that encourage the regular use of effective feedback practices in distance learning.

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Author Biographies

Ana Afonso, Universidade Aberta

Ana P. Varela Afonso, is a full researcher at UID-FCT nº 4372, Laboratory of Distance Education and eLearn-ing (LE@D), Universidade Aberta (Portugal). She is also a collaborating researcher at the Centre for Informatics and Systems (CISUC) of the University of Coimbra (Portugal). She is currently an Invited Assistant Professor at the Portuguese Open University - Universidade Aberta. A researcher, lecturer, trainer, author, independent educational and community consultant, is author and co-author of books, book chapters, and conference papers, about distance education and learning. She has been awarded the BRIPA2020 by EDEN-European Distance and E-Learning Network. Her research interests include open and distance learning, e-learning, contextual learning, e-mentoring, EaD training for teachers, digital transformation in education, virtual learning communities, senior education, game-based learning, game-based learning, playfulness, collective imagination. She integrates several research teams in EU funded projects concerning digital transformation in education.
She graduated in Education Sciences from the University of Coimbra, in 1996, and obtained her Ph.D. in Educational Technologies also from the University of Coimbra, in 2009.

Lina Morgado, Universidade Aberta

Lina Morgado is a founding member and integrated researcher at UID-FCT nº 4372, Laboratory of Distance Education and eLearning (LE@D), Universidade Aberta (Portugal). She was scientific coordinator of the Distance Education and eLearning Laboratory at Universidade Aberta between 2018-2023.
She is an Associate Professor in the Department of Education and Distance Learning, Universidade Aberta (Portugal).

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Published

2025-11-05

How to Cite

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. https://doi.org/10.18264/eadf.v15i1.2437

Issue

Vol. 15 No. 1 (2025)

Section

Estudos de Caso

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