Teachers’ feedback and learning in virtual workshops of thesis writing

Abstract

In this article, by means of a mixed methodology, we analyze teacher's feedback in the production of a chapter that the students carry out as the final activity of a virtual workshop oriented to the postgraduate thesis writing, as well as the changes they make in their texts based on this feedback. In addition, we assess whether our approximation to the student's profile, derivative of diagnosis, is associated with the feedforward or willingness to act on the received information and to use it to modify the text. The data analysis has shown that the most frequent focus of the teacher's comments is the textual model, particularly the text writing. It has also shown that this function falls into two categories: suggest corrections or offer reformulation. The most frequent change that students made is writing reformulations. Finally, it seems to be an association between student profile and feedforward. In the conclusions, important issues are highlighted: the positive impact of teacher feedback in the production of a graduate thesis chapter in a virtual workshop and the association between improvement occurrence and student profile.

Enseñanza virtual de la escritura de posgrado: un estudio basado en las acciones de planificación docente

“…A fin de atender a las dificultades que el alumnado enfrenta para redactar los trabajos de evaluación parcial o final de los posgrados, especialmente las tesis, se vienen desarrollando diferentes intervenciones pedagógicas para acompañar las producciones textuales, tanto seminarios o talleres de escritura de tesis a cargo de docentes expertos (Arnoux et al, 2004;Carlino, 2008;Delyser, 2011) como grupos de escritura (Aitchison y Lee, 2006;Colombo, 2013;Colombo y Carlino, 2015;Ferguson, 2009;Maher et al, 2008) y retroalimentaciones de supervisores y directores (Basturkmen, East y Bitchener, 2014;Li y Seale, 2007). Más recientemente se han desarrollado propuestas formativas virtuales (Alvarez y Difabio de Anglat, 2016, 2017, 2018Difabio de Anglat y Heredia, 2013).…”