Rochera Villach, Ma. JoséEspasa, Anna2020-01-162020-01-162013-062013-9144https://hdl.handle.net/2445/147999Formative feedback is widely considered one of the most influential elements within teaching and learning processes, as evidenced by a range of articles and reviews conducted primarily in face-toface environments (see, for example, Evans, 2013; Kluger & DeNisi, 1998; Hattie & Timperley, 2007; Kulhavy & Stock, 1989; Mory, 2004; Narciss & Huth, 2004; Shute, 2008). A review of the literature shows that feedback has been conceptualized according to specific learning viewpoints. Different psychological perspectives -objectivism, information processing, socioculturalism, visible learning theory- provide distinct frameworks for describing different views of learning and the nature, characteristics and function of feedback (Hattie & Gan, 2011)...6 p.application/pdfengcc-by-nc-nd (c) Rochera Villach, Ma. José et al., 2013http://creativecommons.org/licenses/by-nc-nd/3.0/esFormacióAprenentatgeMitjans de comunicació digitalsTrainingLearningDigital mediainfo:eu-repo/semantics/article6271972020-01-16info:eu-repo/semantics/openAccess