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

Gerard Van den Boom, Fred Paas, Jeroen Van Merriënboer

    Research output: Contribution to journalArticleAcademicpeer-review

    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.
    Original languageEnglish
    Pages (from-to)532-548
    Number of pages16
    JournalLearning and Instruction
    Volume17
    Issue number5
    DOIs
    Publication statusPublished - Oct 2007

    Keywords

    • Self-regulated learning
    • Self-regulation
    • Reflection
    • Feedback

    Fingerprint Dive into the research topics of 'Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes'. Together they form a unique fingerprint.

    Cite this