Influence of academic guidance on student motivation in virtual higher education environments

Abstract

The purpose of this study was to analyze the impact of feedback on the academic performance of online students at the Universidad Regional Autónoma de los Andes. The research was conducted using a quantitative approach, with a non-experimental, cross-sectional design, and applied to a representative sample of 648 students from different majors. A structured Likert-scale questionnaire was used to measure perceptions of feedback, motivation, and academic performance. As a complement to the survey, the Iadov method was applied to measure the student satisfaction index regarding feedback.  The results showed that the majority of students perceived feedback as clear, timely, and useful for improving their learning, highlighting its positive influence on motivation and academic engagement. Immediate and formative feedback were observed to be the most valued, as they fostered reflection and self-regulation. Differences in the frequency and quality of feedback were identified across majors, highlighting the need to strengthen institutional policies that guarantee equity in educational processes. It was concluded that feedback constitutes an essential element in online education, promoting not only academic performance but also student continuity and satisfaction. It was recommended to enhance formative and peer feedback strategies to consolidate autonomous, collaborative, and meaningful learning. The work provided relevant evidence on the importance of feedback as a transformative pedagogical practice in online higher education.