Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes

被引：125

作者：

van den Boom, Gerard ^{[1
]}

Paas, Fred ^{[1
]}

van Merrienboer, Jeroen J. G. ^{[1
]}

机构：

[1] Open Univ, Educ Technol Expertise Ctr, NL-6401 DL Heerlen, Netherlands

来源：

LEARNING AND INSTRUCTION | 2007年 / 17卷 / 05期

关键词：

self-regulated learning; self-regulation; reflection; feedback;

D O I：

10.1016/j.learninstruc.2007.09.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts students that further reflection is advisable, without being very directive. Forty-nine students participated in a regular web-based distance education course on work psychology. In two experimental conditions students were prompted to reflect on their learning process, and received feedback on their reflections, either from peer students or a tutor. These conditions were compared to a control condition in which students studied the regular course without reflection and feedback. In line with the hypothesis, results showed that reflection combined with feedback positively affected students' self-regulated learning. In addition, students in the condition with tutor feedback outperformed students in both other conditions on learning outcomes. (c) 2007 Elsevier Ltd. All rights reserved.

引用

页码：532 / 548

页数：17

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