Self-Regulation of Learning and Preference for Written versus Audio-Recorded Feedback by Distance Education Students

Autor/inn/en	Johnson, Genevieve Marie; Cooke, Audrey
Titel	Self-Regulation of Learning and Preference for Written versus Audio-Recorded Feedback by Distance Education Students
Quelle	In: Distance Education, 37 (2016) 1, S.107-120 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2015.1081737
Schlagwörter	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; Australia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Audio-CD; Distance study; Distance learning; Fernunterricht; Korrelation; Geschriebene Sprache; Schülerverhalten; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienanfänger; Selbstmanagement; Offene Universität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Ausland; Zeitmanagement; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01