Feedback in Cumulative Coursework: Action Research in a Blended Course

Xóchitl Adriana Hernández Martínez


Action research calls for the solution of practical problems in the classroom as well as the expansion of theoretical knowledge. In this study, feedback in cumulative work is explored as a strategy for guiding and improving the teaching-learning process. By following a feedback loop: initial draft, feedback on first draft, final draft, and marking, 28 students in at the University Universidad Nacional Autónoma de México (UNAM) had the opportunity to receive guidance and demonstrate improvement in a blended learning, or b-learning course. The study lasted five weeks and engaged university learners as well as the educator in videoconferences focused on feed up, feedback, and feed forward.
This pedagogical action research involved observation, research and planning, implementation, and reflection. Data was gathered on students’ access to technology and their perception upon effectiveness of remote learning based on their experience. Additionally, scores before and after treatment were registered and analyzed.
The findings showed a general improvement after feedback sessions and learners were able to present enhanced final versions of tasks. The study’s main contributions are the confirmation of positive results on effective feedback as well as an opening to discussion, adaptation, and improvement of the practices presented.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2023 Xóchitl Adriana Hernández Martínez

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email:

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.