Feedback on the Result of Online Learning of University Students of Health Sciences

Faced with the challenge of online teaching-learning, university teachers continued with the responsibility of developing their learning sessions, innovating teaching material and methodology during this process, changing the way of generating learning in health sciences students, through the application of videos, summary readings and practices carried out with family members who acted as patients, in order to achieve the planned competition. The importance of letting students know their achievements in relation to what is evaluated, helps them to understand their way of learning, assess their learning result and self-regulate. This is how feedback motivates the student to rethink their learning strategies. The purpose of this study was to determine the effect of feedback on the online learning outcome of health sciences university students, in a non-experimental research, descriptive-correlational level, with a sample of 294 students. The results obtained showed that feedback in university students of Health Sciences in virtual environments is effective when applied in a timely manner and can be planned, based on the evidence of the learning outcome. To achieve this, they must be previously trained, from the first semesters of study, in feedback literacy, making it part of the self-regulation of their learning.