Retroalimentación Docente y Aprendizaje Cooperativo en el Contexto Universitario: una Revisión Sistemática

Cesar Lozano Moreno; Luis Miguel Cangalaya Sevillano

doi:10.53358/gwwdsr19

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Published: 2026-02-23

DOI: https://doi.org/10.53358/gwwdsr19

Keywords:

cooperative learning, teacher feedback, university

Cesar Lozano Moreno

Universidad Peruana Cayetano Heredia

Luis Miguel Cangalaya Sevillano

Universidad Peruana Cayetano Heredia

Abstract

In the university context, teacher feedback and cooperative learning stand out as fundamental pedagogical strategies with the potential to optimize the teaching and learning process. The purpose of this research is to conduct a systematic review of the available literature to delve into the analysis of the impact that these practices have on academic performance and the experiences of students in university settings, both in specifying the processes of teacher feedback and analyzing the process of cooperative learning, based on the objective of each of the consulted studies, the methodological type of each study, considering sample and instrument, as well as the main result and highlighted conclusion. A systematic literature review was conducted based on PRISMA guidelines, analyzing 22 scientific articles published between 2016 and 2024, using the Scopus database. The results show that in these publications there is a predominance of qualitative and mixed approaches. Based on the relationship between the two initial categories, it is observed that their results and conclusions are mostly positive, highlighting aspects such as academic performance, communication skills, attitude toward learning, adaptability, and active student participation.

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Issue

Vol. 12 No. 23 (2026): Revista Ecos de la Academia

Section

Artículos sobre Innovación Educativa

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Author Biographies

Cesar Lozano Moreno, Universidad Peruana Cayetano Heredia

Licensed and Certified Architect with a Specialization in Real Estate Development from San Ignacio de Loyola University - Graduate School (2008). Graduate in Education from the Faculty of Pontifical and Civil Theology of Lima (2010). Master's in Architecture and Sustainability URP-Graduate School (2015-2016), graduated with a thesis project topic: "Daylight and visual comfort in housing in San Miguel." Broad Vision and Experience in Building Design and Development, Real Estate Product Evaluation and Modeling, Project Management, as well as Urban Planning and Productive Territory Management. Doctoral candidate in Education at the Universidad Peruana Cayetano Heredia.
Teaching experience of over 26 years in various higher education institutions. Currently a full-time professor in Civil Engineering at UPC, and a part-time lecturer at UPN.
Author of the AutoCAD Manual for the Cibertec Educational Alliance and YouTuber, with over 350 videos and nearly 500,000 views, as didactic support for the courses he teaches.
Designer specializing in Contemporary Residential and Eco-Urban topics, both at the level of Single-Family and Multi-Family Housing as well as in the Exterior Spaces that integrate them, with an approximate designed area of 48,400 m2 in this specialty, winner of private design competitions for multi-family housing, in addition to Design in association with the Preliminary Project for Residential Complex 3 HA and Associate in the Expansion and Restoration Project of the Central Headquarters of a Religious Complex located in the Historic Center of Lima 9,000m2.
Diploma in Digital Architecture with International Autodesk Certification, knowledge of software such as ARCHICAD, AUTOCAD, and ARCHITECTURAL DESKTOP, SKETCH UP, among others. Proficient in the Office Suite.
Co-author of scientific articles from conferences published in WOS and SCOPUS indexed journals.

Luis Miguel Cangalaya Sevillano, Universidad Peruana Cayetano Heredia

Doctor in Education from the National University of San Marcos and Renacyt researcher qualified by Concytec. He is a writer for the Cultural Suburbano Magazine in Miami and a columnist for the Expreso newspaper, where he was also the cultural editor of the Sunday supplement Contrapoder. He has co-authored university books in the field of language and literature, as well as narrative texts in literary anthologies and scientific articles in journals indexed in Scopus and Web of Science. Similarly, he is a consultant on topics of education, research, and academic and scientific writing. Currently, he is a professor in the MBA program at CENTRUM Pontificia Universidad Católica del Perú, at Universidad Peruana Cayetano Heredia, at Universidad Nacional Mayor de San Marcos, and at Universidad Peruana de Ciencias Aplicadas. He has just published four research books: Researching and Writing with APA 7 (2021), The Thesis: Myths and Errors (2022), Writing with APA Standards (2022), and Thesis Manual: Methodological Principles for Writing the Thesis (2023).

How to Cite

Teacher Feedback and Cooperative Learning in the University Context: A Systematic Review. (2026). Revista Ecos De La Academia, 12(23), e1308. https://doi.org/10.53358/gwwdsr19

References

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350

Hoo, H.-T., Deneen, C., & Boud, D. (2022). Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education, 47(3), 444–457. https://doi.org/10.1080/02602938.2021.1925871

Suárez-Guerrero, C., Gutiérrez-Esteban, P., & Ayuso-Delpuerto, D. (2024). Digital pedagogy. Systematic review of the concept. Teoría de la Educación. Revista Interuniversitaria, 36(2), 157–178. https://doi.org/10.14201/teri.31721

Revilla-Cuesta, V., Skaf, M., Manso, J. M., & Ortega-López, V. (2020). Student perceptions of formative assessment and cooperative work on a technical engineering course. Sustainability, 12(11), 4569. https://doi.org/10.3390/su12114569

Zhang, D., Tan, J. T. A., & Roy, S. S. (2023). A systematic review of interventions improving university students’ EFL writing competence. International Journal of Learning, Teaching and Educational Research, 22(10), 93–112. https://doi.org/10.26803/ijlter.22.10.6

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