{"id":10841,"date":"2021-09-27T09:47:15","date_gmt":"2021-09-27T06:47:15","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=10841"},"modified":"2021-09-28T15:31:17","modified_gmt":"2021-09-28T12:31:17","slug":"feedback-ul-in-sistemele-de-e-learning","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/feedback-ul-in-sistemele-de-e-learning","title":{"rendered":"Feedback-ul \u00een sistemele de e-learning"},"content":{"rendered":"<p>Feedback-ul este o parte esen\u021bial\u0103 a programelor de educa\u021bie \u0219i formare profesional\u0103; ajut\u0103 la cre\u0219terea poten\u021bialului \u00een diferitele etape de \u00eenv\u0103\u021bare \u0219i identific\u0103 ac\u021biunile care trebuie \u00eentreprinse pentru a \u00eembun\u0103t\u0103\u021bi performan\u021ba. Feedback-ul este o parte important\u0103 a \u00eenv\u0103\u021b\u0103rii \u0219i interac\u021biunii \u00een sistemele de e-learning. La fel ca \u015fi feedback-ul oferit \u00een \u00eenv\u0103\u021barea tradi\u021bional\u0103, feedback-ul \u00een e-learning presupune diferite strategii \u015fi vizeaz\u0103 mai multe aspecte. <!--more--><\/p>\n<p>Primele studii despre feedback-ul sunt aproape 100 de ani \u0219i au ap\u0103rut \u00een psihologie o data cu teoria behaviorist\u0103. Skinner, identific\u00e2nd o serie de principii de baz\u0103 ale \u00eenv\u0103\u0163\u0103rii, demonstreaz\u0103 c\u0103 at\u00e2t animalele c\u00e2t \u015fi oamenii reac\u0163ioneaza la \u201e\u00eent\u0103riri\u201d, \u00eent\u0103rirea pozitiv\u0103, care furnizeaz\u0103 recompensa a\u015fteptat\u0103; \u00eent\u0103rirea negativ\u0103, care permite evitarea unor stimuli nepl\u0103cu\u0163i. Feedback-ul pozitiv a fost considerat \u201e\u00eent\u0103rire pozitiv\u0103\u201d, iar feedback-ul negativ a fost considerat \u201epedeaps\u0103\u201d.<\/p>\n<p>Feedback-ul este o parte esen\u021bial\u0103 a programelor de educa\u021bie \u0219i formare profesional\u0103; ajut\u0103 la cre\u015fterea poten\u0163ialului \u00een diferitele etape de \u00eenv\u0103\u0163are \u0219i identific\u0103 ac\u021biunile care trebuie \u00eentreprinse pentru a \u00eembun\u0103t\u0103\u021bi performan\u021ba. Poate fi pozitiv sau negativ \u015fi este folosit pentru a forma comportamente.<\/p>\n<p>Feedback pozitiv \u2013 dac\u0103 un comportament sau o sarcin\u0103 sunt realizate \u00eentr-un mod corect atunci feedback-ul pozitiv ofer\u0103 informa\u0163ii c\u0103 acel comportament ar trebui s\u0103 continue. Studiile au ar\u0103tat [4] c\u0103\u00a0 feedback-ul pozitiv are\u00a0 efecte favorabile asupra motiva\u021biei, auto-eficacit\u0103\u0163ii\u00a0 \u0219i performan\u021bei.<br \/>\nFeedback negativ &#8211; feedback-ul negativ indic\u0103 faptul c\u0103 un comportament sau activitate -sarcin\u0103 nu a fost efectuat\u0103 corect,\u00a0 astfel este necesar\u0103 o schimbare de comportament.<\/p>\n<p>Rowe\u00a0 subliniaz\u0103 [8] c\u0103 feedback-ul regulat poate \u00eembun\u0103t\u0103\u021bi\u00a0 motiva\u021bia, ajuta studen\u0163ii s\u0103 se simt \u00een leg\u0103tur\u0103 cu instructorii lor, \u0219i\u00a0 ajuta la reducerea anxiet\u0103\u0163ii. Hattie \u0219i Timperley au sintetizat [3] un model de feedback care se concentreaz\u0103 pe sensul s\u0103u. La dezvoltarea modelului s-au avut \u00een vedere 3 \u201e\u00eentreb\u0103ri de feedback\u201d: Unde doresc s\u0103 ajung? (Care \u00eemi sunt scopurile?), Cum ajung acolo?\u00a0\u00a0 Care este pasul urm\u0103tor?.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-10924 size-full\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2021\/08\/Canter_feedback_elearning.png\" alt=\"\" width=\"683\" height=\"640\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2021\/08\/Canter_feedback_elearning.png 683w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2021\/08\/Canter_feedback_elearning-300x281.png 300w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2021\/08\/Canter_feedback_elearning-320x300.png 320w\" sizes=\"auto, (max-width: 683px) 100vw, 683px\" \/><\/p>\n<p><em>Figura 2.3 &#8211;\u00a0 Model de feedback pentru \u00eembun\u0103t\u0103\u021birea\u00a0<\/em><i>\u00eenv\u0103\u021b\u0103rii<\/i><\/p>\n<ul>\n<li>Nivelul sarcinii. C\u00e2t de bine sunt \u00een\u0163elese\/ \u00eendeplinite sarcinile de lucru<\/li>\n<li>Nivelul procesual. Principalele procese necesare pentru \u00een\u021belegerea\/ \u00eendeplinirea sarcinilor.<\/li>\n<li>Nivelul auto-reglator. Auto-monitorizarea, direc\u0163ionare \u015fi regularea\/reglarea ac\u0163iunilor<\/li>\n<li>Nivelul personal. Evalu\u0103ri personale \u015fi efectul (de obicei pozitiv) asupra studentului<\/li>\n<\/ul>\n<p>Feedback-ul\u00a0 este [2] o no\u0163iune complex\u0103 care are cel pu\u0163in trei componente distincte pe care le numim feed up, feed back, and feed forward. Pentru a implementa un sistem de feedback, profesorul trebuie s\u0103 le foloseasc\u0103 pe toate trei.<\/p>\n<ul>\n<li>Feed Up. Prima component a unui feedback efectiv implic\u0103 stabilirea unui scop clar. C\u00e2nd studen\u0163ii \u00eenteleg unde trebuie s\u0103 ajung\u0103 se concentreaz\u0103 mai bine pe sarcinile de \u00eenv\u0103\u0163are.<\/li>\n<li>Feed Back. A doua component\u0103 \u015fi cea mai cunoscut\u0103 este feedback-ul, respectiv r\u0103spunsurile oferite elevilor\/ studen\u0163ilor de c\u0103tre profesor cu privire la activitatea lor. Aceste r\u0103spunsuri sunt \u00een leg\u0103tur\u0103 direct\u0103 cu scopurile \u00eenv\u0103\u0163\u0103rii.<\/li>\n<li>Feed Forward. \u00cen urma datelor colectate de la etapa anterioar\u0103, profesorul planific\u0103 viitoarele etape de instruire, astfel de aici termenul feed forward.<\/li>\n<\/ul>\n<p>Fiecare dintre aceste 3 componente ale unui sistem de feedback poate viza patru aspecte, respectiv feedback-ul\u00a0 cu privire la sarcin\u0103, cu privire la procesarea sarcinii, la autoreglare, precum \u0219i despre sine ca o persoan\u0103.<\/p>\n<p>Brookhart arat\u0103 [1] c\u0103 strategiile de feedback pot varia \u0163in\u00e2nd cont de mai multe dimensiuni: moment, cantitate, mod \u015fi cui \u00eei este oferit.<\/p>\n<ul>\n<li>Momentul \u2013 c\u00e2nd \u015fi c\u00e2t de des este este oferit feedback-ul<\/li>\n<li>Cantitate \u2013 o indica\u0163ie folosirea principiilor lui Goldilocks [7]<\/li>\n<li>Mod \u2013 oral, scris, vizual\/ demonstra\u0163ie<\/li>\n<li>Cui \u2013 individual\/ grup\/ clas\u0103.<\/li>\n<\/ul>\n<p>Feedback-ul este o parte important\u0103 a \u00eenv\u0103\u021b\u0103rii \u0219i interac\u021biunii \u00een sistemele de e-learning. Astfel, feedback-ul \u00een e-learning este mecanismul care tinde s\u0103 \u00eenlocuiasc\u0103 profesorul care ofer\u0103 comentarii, sfaturi, explica\u021bii \u0219i evalueaz\u0103 studen\u0163ii procesul de \u00eenv\u0103\u021bare tradi\u021bional. \u00cen general, feedback-ul din e-learning are loc \u00een procesul de evaluare; dar el poate fi furnizat unui student \u015fi \u00een timpul navig\u0103rii prin materialul de \u00eenv\u0103\u0163are, comunicare \u0219i colaborare cu al\u021bi studen\u021bi, \u00een procesul de lucru cu informa\u021biile personale \u0219i de gestionare a cursurilor. Chiar \u0219i alertele \u0219i memento-uri care de multe ori apar \u00een sistemul de e-learning pot fi considerate ca feedback.<\/p>\n<p>Vasylieva [10] remarc\u0103 faptul c\u0103 feedback-ul poate \u00eendeplini diferite func\u0163ii \u00een e-learning conform efectelor pe care le are asupra \u00eenv\u0103\u0163\u0103rii:<\/p>\n<ul>\n<li>poate informa studentul asupra corectitudinii r\u0103spunsului s\u0103u<\/li>\n<li>poate \u201eumple golurile\u201d \u00een cuno\u015ftin\u0163ele studentului prin prezentarea informa\u0163iilor pe care acesta nu le cunoa\u015fte<\/li>\n<li>poate\u00a0 schimba concep\u0163iile gre\u015fite pe care studentul le poate avea<\/li>\n<\/ul>\n<p>La fel ca \u015fi feedback-ul oferit \u00een \u00eenv\u0103\u0163area tradi\u0163ional\u0103, feedback-ul \u00een e-learning presupune diferite strategii \u015fi vizeaz\u0103 mai multe aspecte. S-au realizat \u015fi o serie de studii privind: tipurile de feedback \u00een e-learning (Mandernach [5]), momentul oferirii feedback-ului (Mathan [6]), adaptarea feedback-ului, individual \u015fi la grup (Vasylieva [9]).<\/p>\n<p><em><strong>Bibliografie<\/strong><\/em><br \/>\n1. Brookhart, S. M., (2008)\u00a0 How to give effective feedback to your student by the Association for Super vision and Curriculum Development, ISBN: 978-1-4166-0736-6<br \/>\n2. Fisher, D., Fre, N., (2009) Feed Up, Back, Forward November 2009 | Volume 67 | Number 3\u00a0 ASCD\u00a0 Pages 20-25.<br \/>\n3. Hattie, J.,Timperley, H., The Power of Feedback Review of Educational Research, March 2007, Vol. 77, No. 1, pp. 81\u2013112.<br \/>\n4. Ilies, R., Judge, T. A. (2005). Goal Regulation across Time: The Effects of Feedback and Affect. Journal of Applied Psychology, 90, 453-467.<br \/>\n5. Mandernach, B.J., (2005) Relative Effectiveness of Computer-based and Human Feedback for Enhancing Student Learning. Jurnal\u00a0 of Educators Online 2(1).<br \/>\n6. Mathan, S., (2003) Recasting the Feedback Debate: Benefits of Tutoring Error Detection and Correction Skills, PhD Thesis, Carnegie Melon University, Pittsburgh.<br \/>\n7. Pappas, C., (2015) How To Apply The Goldilocks Principle \u0399n eLearning, eLearning Industry.<br \/>\n8. Rowe, A., (2011) &#8222;The Personal Dimension in Teaching: Why Students Value Feedback,&#8221; International Journal of Educational Management, vol. 25, no. 4, 2011, p. 347.<br \/>\n9. Vasilyeva, E.,Pechenizkiy, M.,\u00a0 De Bra, P., (2008) Adaptation of Elaborated Feedback in e-Learning, LNCS 5149, pp. 235\u2013244,\u00a0 Springer-Verlag Berlin Heidelberg.<br \/>\n10. Vasilyeva, E.,Pechenizkiy, M.,\u00a0 De Bra, P., (2008) Immediate Elaborated Feedback Personalization in Online Assessment, EC-TEL 2008, LNCS 5192, pp. 449\u2013460, Springer-Verlag Berlin Heidelberg.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Feedback-ul este o parte esen\u021bial\u0103 a programelor de educa\u021bie \u0219i formare profesional\u0103; ajut\u0103 la cre\u0219terea poten\u021bialului \u00een diferitele etape de \u00eenv\u0103\u021bare \u0219i identific\u0103 ac\u021biunile care trebuie \u00eentreprinse pentru a \u00eembun\u0103t\u0103\u021bi performan\u021ba. Feedback-ul este o parte important\u0103 a \u00eenv\u0103\u021b\u0103rii \u0219i interac\u021biunii &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/feedback-ul-in-sistemele-de-e-learning\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[793],"tags":[216],"class_list":["post-10841","post","type-post","status-publish","format-standard","hentry","category-tehnologii-digitale-in-educatie","tag-maria-canter"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10841","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=10841"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10841\/revisions"}],"predecessor-version":[{"id":10925,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10841\/revisions\/10925"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=10841"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=10841"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=10841"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}