STUDENTS' PERCEPTION OF DIDACTIC FEEDBACK IN UNIVERSITY EDUCATION
STUDENTS' PERCEPTION OF DIDACTIC FEEDBACK IN UNIVERSITY EDUCATION

Summary/Abstract: This article is based on the study of students and master's students’ perception of didactic feedback in university education. Effective feedback is designed to determine the level of understanding and development of a learner's skills, as well as to plan the next steps in order to achieve learning intentions or objectives. In order to identify the way in which the students and master's students perceive the feedback provided by the teaching staff in university courses and seminars, we applied an online questionnaire to a number of 160 subjects. The answers received to the 10 questions of the questionnaire were statistically processed and presented in the paper, in order to provide an overview of the following aspects of the didactic feedback: the degree of satisfaction of students, on the way in which the teaching staff provides feedback in the courses and university seminars; the extent to which students and master's students are encouraged by the teaching staff to provide feedback during courses and seminars; the advantages and disadvantages of giving and receiving didactic feedback on those who learn; the way in which students and master's students would prefer feedback to be provided by teaching staff; the perceived influence of didactic feedback on the motivation for learning; the extent to which teachers' feedback influences the academic performance of students and master's students; the feedback collection methods frequently used by teachers; the type of didactic feedback preferred by students and master's students; proposing ways to provide feedback, which will make students and master's students more motivated to learn.

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