Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students
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 fi...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/3818 |
| _version_ | 1848744335486484480 |
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| author | Johnson, Genevieve Cooke, Audrey |
| author_facet | Johnson, Genevieve Cooke, Audrey |
| author_sort | Johnson, Genevieve |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T05:59:50Z |
| format | Journal Article |
| id | curtin-20.500.11937-3818 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T05:59:50Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-38182017-09-13T15:45:38Z Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students Johnson, Genevieve Cooke, Audrey 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. 2015 Journal Article http://hdl.handle.net/20.500.11937/3818 10.1080/01587919.2015.1081737 fulltext |
| spellingShingle | Johnson, Genevieve Cooke, Audrey Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students |
| title | Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students |
| title_full | Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students |
| title_fullStr | Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students |
| title_full_unstemmed | Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students |
| title_short | Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students |
| title_sort | self-regulation of learning and preference for written versus audio-recorded feedback by distance education students |
| url | http://hdl.handle.net/20.500.11937/3818 |