Abstract

The Covid-19 pandemic compelled us to design and implement teaching spaces that favored student learning in a virtual modality. This research article aims to investigate the perception of first-year early childhood education students regarding feedback in audio format—using podcasts—and its contribution to the construction of their learning process. The participants in this research were students who took their first semester during the years 2020 and 2021, a period when the pandemic significantly impacted higher education. Using a qualitative methodology with a hermeneutic phenomenological approach, the personal experiences of students related to this phenomenon were explored. Following the principles of this approach, data was analyzed iteratively, employing a circular process to understand the texts produced by the students in response to two open-ended questions on a questionnaire and in the context of a discussion group. The results identify the creation of a positive climate and the promotion of self-regulation as fundamental aspects of effective feedback, which is considered must be focused on reconstructing work to project it into new learning. These findings provide guidance for designing audio-format feedback processes to promote learning in virtual environments in higher education, particularly useful in a post-Covid scenario.