Literaturnachweis - Detailanzeige
| Autor/inn/en | van den Boom, Gerard; Paas, Fred; van Merrienboer, Jeroen J. G. |
|---|---|
| Titel | Effects of Elicited Reflections Combined with Tutor or Peer Feedback on Self-Regulated Learning and Learning Outcomes |
| Quelle | In: Learning and Instruction, 17 (2007) 5, S.532-548 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0959-4752 |
| DOI | 10.1016/j.learninstruc.2007.09.003 |
| Schlagwörter | Distance Education; Feedback (Response); Peer Teaching; Peer Relationship; Independent Study; Web Based Instruction; Psychology; Thinking Skills; Comparative Analysis; Hypothesis Testing; Learning Processes; Teaching Methods |
| 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. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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