Reflection prompts and tutor feedback in a web-based learning environment: effects on students' self-regulated learning competence [An article from: Computers in Human Behavior]

This digital document is a journal article from Computers in Human Behavior, published by Elsevier in 2004. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
This study investigated the effects of reflection prompts and tutor feedback on the development of students' self-regulated learning competence (i.e. SRLC). In a web-based learning environment forty-two students completed a study task with embedded prompts eliciting reflection. The reflection prompts could either deal with aspects of self-regulated learning or not. In addition, the students could either receive electronic feedback from a tutor on their reflection expressions or not. The inventory of learning styles that was used to register development of the SRLC revealed a significant progress on the regulation subscales as a function of tutor feedback. An interaction between the students' evaluations of reflection prompts and tutor feedback indicated that the prompts that were related to aspects of self-regulated learning were perceived as less disturbing than the non-SRLC related prompts, especially when combined with tutor feedback. This study offers indications for the practical value of the combination of reflection prompts and tutor feedback as a promising means to develop students' SRLC in distance education applying a web-based learning environment.