Exploring Formative Feedback in Virtual Primary Education: Towards a Conceptual Structure.
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| Title: | Exploring Formative Feedback in Virtual Primary Education: Towards a Conceptual Structure. |
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| Authors: | Perochena Moran, Roxana Rita1 roxana.perochena@unjbg.edu.pe, Garcia Castro, Raúl Alberto2 rgarciac@unjbg.edu.pe, Llapa Medina, Martín Pedro3 mllapam@unjbg.edu.pe |
| Source: | International Electronic Journal of Elementary Education. Mar2026, Vol. 18 Issue 3, p349-360. 12p. |
| Subject Terms: | *Virtual classrooms, *Primary education, *Teaching methods, *Qualitative research, *Student-centered learning, *Teacher attitudes, *Formative evaluation, Conceptual structures |
| Geographic Terms: | Peru |
| Abstract: | Formative feedback is a key resource for promoting learning among primary school students. In virtual environments, it gains greater relevance as it intervenes at different stages of the educational process, highlighting the need to understand how teachers perceive it, apply it, and which factors condition their pedagogical practice. The objective of this study was to understand how primary school teachers conceive and implement formative feedback in virtual contexts and, on that basis, to develop a conceptual structure that synthesizes their experiences. A qualitative exploratory approach was adopted, grounded in grounded theory, which included semi-structured interviews with 65 teachers from 15 educational institutions in the Tacna region of Peru. Data analysis was supported by Atlas.ti 23 software and involved the identification of emerging categories through open, axial, and selective coding processes. The findings indicate that teachers understand feedback as a comprehensive pedagogical process oriented toward formative assessment, progressive improvement of learning, capacity development, and student-centered support. The study also identified that strategies perceived as more effective were those related to interactive and personalized use of diverse resources, whereas less effective strategies were linked to approaches primarily focused on grading. In conclusion, a conceptual structure of virtual formative feedback is proposed, which articulates cognitive, socioemotional, and techno-pedagogical dimensions. This structure also describes the factors that influence feedback, its types, the purposes attributed by teachers, and the student-centered approach. The study contributes both to the foundations of pedagogical practice and to future research in primary education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Electronic Journal of Elementary Education is the property of International Electronic Journal of Elementary Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193328605 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Formative Feedback in Virtual Primary Education: Towards a Conceptual Structure. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Perochena+Moran%2C+Roxana+Rita%22">Perochena Moran, Roxana Rita</searchLink><relatesTo>1</relatesTo><i> roxana.perochena@unjbg.edu.pe</i><br /><searchLink fieldCode="AR" term="%22Garcia+Castro%2C+Raúl+Alberto%22">Garcia Castro, Raúl Alberto</searchLink><relatesTo>2</relatesTo><i> rgarciac@unjbg.edu.pe</i><br /><searchLink fieldCode="AR" term="%22Llapa+Medina%2C+Martín+Pedro%22">Llapa Medina, Martín Pedro</searchLink><relatesTo>3</relatesTo><i> mllapam@unjbg.edu.pe</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Electronic+Journal+of+Elementary+Education%22">International Electronic Journal of Elementary Education</searchLink>. Mar2026, Vol. 18 Issue 3, p349-360. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Peru%22">Peru</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Formative feedback is a key resource for promoting learning among primary school students. In virtual environments, it gains greater relevance as it intervenes at different stages of the educational process, highlighting the need to understand how teachers perceive it, apply it, and which factors condition their pedagogical practice. The objective of this study was to understand how primary school teachers conceive and implement formative feedback in virtual contexts and, on that basis, to develop a conceptual structure that synthesizes their experiences. A qualitative exploratory approach was adopted, grounded in grounded theory, which included semi-structured interviews with 65 teachers from 15 educational institutions in the Tacna region of Peru. Data analysis was supported by Atlas.ti 23 software and involved the identification of emerging categories through open, axial, and selective coding processes. The findings indicate that teachers understand feedback as a comprehensive pedagogical process oriented toward formative assessment, progressive improvement of learning, capacity development, and student-centered support. The study also identified that strategies perceived as more effective were those related to interactive and personalized use of diverse resources, whereas less effective strategies were linked to approaches primarily focused on grading. In conclusion, a conceptual structure of virtual formative feedback is proposed, which articulates cognitive, socioemotional, and techno-pedagogical dimensions. This structure also describes the factors that influence feedback, its types, the purposes attributed by teachers, and the student-centered approach. The study contributes both to the foundations of pedagogical practice and to future research in primary education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Electronic Journal of Elementary Education is the property of International Electronic Journal of Elementary Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 349 Subjects: – SubjectFull: Virtual classrooms Type: general – SubjectFull: Primary education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Conceptual structures Type: general – SubjectFull: Peru Type: general Titles: – TitleFull: Exploring Formative Feedback in Virtual Primary Education: Towards a Conceptual Structure. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Perochena Moran, Roxana Rita – PersonEntity: Name: NameFull: Garcia Castro, Raúl Alberto – PersonEntity: Name: NameFull: Llapa Medina, Martín Pedro IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13079298 Numbering: – Type: volume Value: 18 – Type: issue Value: 3 Titles: – TitleFull: International Electronic Journal of Elementary Education Type: main |
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