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Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students.
- Source :
-
Distance Education . May2016, Vol. 37 Issue 1, p107-120. 14p. - Publication Year :
- 2016
-
Abstract
- Teacher feedback is critically related to student learning. This study sought to determine the relationships between distance education (DE) student level of self-regulated learning (SRL) and their preference for audio-recorded vs. written feedback from tutors. DE students (n = 102) enrolled in a first-year university course completed an online questionnaire that assessed eight dimensions of SRL as well as a personal evaluation of written vs. audio-recorded tutor feedback that was provided during the academic study period. In general, the participating DE students expressed preference for written over audio-recorded feedback. However, complex patterns of relationships emerged between dimensions of SRL and evaluation of written vs. audio-recorded feedback. For example, DE students who were most likely to listen to audio-recorded feedback appreciated peer interaction and personal challenges more than students who preferred written feedback. In DE learning environments, a variety of feedback formats may best meet the needs of all students, although exposure to various technologies may facilitate SRL. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 01587919
- Volume :
- 37
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Distance Education
- Publication Type :
- Academic Journal
- Accession number :
- 116263745
- Full Text :
- https://doi.org/10.1080/01587919.2015.1081737