You are here:

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

, ,

Learning and Instruction Volume 17, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

van den Boom, G., Paas, F. & van Merriënboer, J.J.G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17(5), 532-548. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2007.09.003

Keywords