Role of Instructional Feedback in Self-Regulated Learning
Wednesday, June 29 5:15 PM-7:00 PM
Presider:Jodie Hemerda, Bridgepoint Education, United States
Providing students with appropriate, timely, and effective feedback is considered important, yet its inconsistent application can be exhausting for instructors wondering if their efforts are in vain. Butler and Winne’s 1995 Self-Regulated Learning (SRL) model provided a theoretical backdrop to a quantitative research study that investigated the role of feedback as a catalyst in SRL and effective feedback types. Data included graded assignments from 23 undergraduate level and 8 graduate level online university courses randomly selected from a pool of 86 possible courses. Non-experimental logistic regression and descriptive statistics were used to categorize feedback types to determine how they correlated with improved performance. As a result, an updated SRL model with feedback type integration provides an opportunity to discuss the effect of instructional feedback on students’ internal monitoring processes.