Educational feedback allows the open expression of opinions, judgments, recommendations, etc., about the teaching process to correct errors and weaknesses; affirm successes and strengths, while allowing the development of better skills in practicing teachers during daily interaction with their students. Therefore, this research is carried out with the aim of demonstrating the influence of feedback in the systematization of successful educational practices that are carried out at a distance due to the COVID-19 pandemic. The sample consisted of 50 students from two different sections (25 for the control group and 25 for the experimental group) of the ninth cycle of the Early Childhood specialty of the Faculty of Initial Education (FEI) of a Public University. For the data collection, an ad hoc educational experience or good practice systematization file was prepared, which evaluates the pedagogical development in four aspects of the practice: objectives, processes, results, and achievements. The results revealed that the more presence the feedback has, the better the results in the elaboration of the systematization of the educational experience. It is concluded, therefore, that remote feedback is a viable strategy to achieve academic purposes that involve developing more complex cognitive activities by university students.