ERIC Number: EJ1100761
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-7919
EISSN: N/A
Self-Regulation of Learning and Preference for Written versus Audio-Recorded Feedback by Distance Education Students
Johnson, Genevieve Marie; Cooke, Audrey
Distance Education, v37 n1 p107-120 2016
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.
Descriptors: Metacognition, Feedback (Response), Audio Equipment, Student Needs, Distance Education, Correlation, Written Language, Student Attitudes, Preferences, Internet, Questionnaires, Teacher Student Relationship, College Freshmen, Self Management, Open Universities, Early Childhood Education, Teacher Education, Foreign Countries, Time Management
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A