learning - Academic Conferences Limited

Maria-Jesus Martinez-Argüelles et al.
generation of personalized feedback. Moreover, it must be considered that this is directly related to
the size of the group. Over 40 students, timely-costs in the elaboration of feedback go far beyond the
time teachers must dedicate to it. This forces us to opt for several strategies. Reducing the number of
people in the classroom leading to an optimal size could be an example, or also cost-reducing
strategies can be raised, starting with the creation of generic messages (oriented to solve concrete
doubts and errors which are common to several students).
50,0
45,0
40,0
35,0
30,0
25,0
20,0
15,0
10,0
5,0
0,0
Training, Multimedia personalised feedback Correction Multimedia implementation Personalized feedback
01.520 01.500 01.508 01.501 01.510
Figure 1: Hours destined to correction and personalized feedback, by type of work (ource: Own
elaboration from surveys to teachers).
One element that has not been taken into account when implementing the pilot test and could add
some significant distortion to the analysis is the fact that in the subject Statistics Essentials there was,
at the same time, another pilot test incorporating important changes to the structure of the student's
classroom being carried out. This fact reduced our frame of reference to work with when making the
comparison. That is to say, whereas comparison between classrooms can be analysed with no fear,
comparative analysis with previous semesters is difficult because they would not be strictly
comparable. Moreover, in this case, the teacher did not manage two small-sized groups but only one.
4. Conclusions
Implementation of multimedia personalized feedback arises as a need to improve the student's
learning capacity and performance, making the best out of generalization and spreading of multimedia
tools, beyond the feedback in text. From this element and after developing a set of pilot tests in
several subjects of the Degree of Business Administration the following conclusions can be drawn:
Firstly, with the aim to make multimedia feedback more efficient and to make the best of its options,
teachers need specific training both technological and pedagogical, as well as to develop
communication abilities through video. Secondly, it has been proved that personalized feedback
requires an important time investment by the teacher, therefore it is necessary to plan the intensity
and frequency in which inputs will take place both regarding students and PACs. Thirdly, the
effectiveness of feedback and accuracy of using one or another channel, one or another type of
feedback depends a lot on the typology of the subject and the teachers' communication and
technological abilities. Fourthly, it can be stated that personalized feedback brings a closer
relationship between learner and teacher, this having favourable and encouraging effects on learning
on the students. It is also certain that, on the other hand, this more personalized relationship between
learner and teacher is to the detriment of the relationship classroom-group. Fifthly, it is apparent that
personalization of feedback changes the way PACs are corrected and, therefore, lastly we can
conclude that using other ways to give feedback different from the written one, does not reduce the
462