1 Universitat Oberta de Catalunya (SPAIN)
2 Universitat de Barcelona (SPAIN)
About this paper:
Appears in: EDULEARN11 Proceedings
Publication year: 2011
Pages: 6417-6425
ISBN: 978-84-615-0441-1
ISSN: 2340-1117
Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain
There is a high consensus that one of the key elements to ensure the knowledge attainment in not face university context is the existence of regulatory processes of learning, which allows students to regularly evaluate their learning process.

In asynchronous learning environments of the usual strategies to facilitate this regulation is the use of feedback mechanisms between the student and teacher. But in the environment of large groups of students the teacher preparation by custom written texts may be too laborious.

In this paper we present a pilot project focusing on the context of Degree in Business Administration from the Universitat Oberta de Catalunya, in which we have explored ICT tools to give feedback (audio, video and screenshots) with the aim of improving the effectiveness and efficiency the regulatory process of learning.

During one semester the project was implemented taking a virtual classroom with a reduced number of students in specific subjects using alternative formats to written feedback. To evaluate the effects of using these alternative multimedia channels, the results have been compared with the other benchmark groups taking into account the following aspects:

- Academic results.
- Assessment of students
- Evaluation of teachers
- Hours of dedication of teachers.

The implementation of the pilot test and evaluation of results have allowed to draw some conclusions about the conditions under which the use of multimedia tools in feedback may in fact help the adjustment process in virtual learning.
Feedback, virtual learning, ICT, personal feedback in large groups.