The integration of technology into teaching and assessment processes has significantly transformed higher education in recent decades. Numerous studies have highlighted its impact on learning management, personalized instruction, and the automation of assessment.
However, its application in feedback and self-regulated learning remains a major challenge. While assessment has evolved from a purely summative approach toward formative models aimed at enhancing learning through feedback, the literature suggests that technology is still predominantly used for instrumental purposes, such as data management or automated grading. This raises a fundamental question: can technology genuinely enhance feedback processes that foster self-regulated learning?
Interest in this issue has grown as the importance of evaluative judgment and active student participation in their own learning has become increasingly recognized. Self-regulation entails not only receiving feedback but also interpreting it, applying it, and transferring it to new learning contexts.
Within this framework, some studies have explored technology’s potential to support different phases of self-regulated learning, including planning, monitoring, and self-reflection. However, doubts persist as to whether current technological tools fulfill this function or merely facilitate the administrative aspects of assessment without truly transforming the student learning experience.
This study addresses these questions through a systematic review of the literature on the role of technology in self-regulated feedback in higher education. It seeks to examine the extent to which digital tools have transcended their traditional function to become genuine supports for self-regulated learning.
- What characteristics must technology possess to effectively contribute to the development of evaluative judgment?
- How does it influence students’ ability to regulate their own learning?
- And ultimately, to what extent has technology succeeded in transforming feedback into an effective strategy for improving autonomous learning?
The answers to these questions could have significant implications for the design of pedagogical strategies and the implementation of technology in digital learning environments.
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How to cite: Gros Salvat, B., & Cano García, E. (2021). Procesos de feedback para fomentar la autorregulación con soporte tecnológico en la educación superior: Revisión sistemática. RIED-Revista Iberoamericana de Educación a Distancia, 24(2), 107–125. https://doi.org/10.5944/ried.24.2.28886
