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    Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students

    235700_235700.pdf (259.4Kb)
    Access Status
    Open access
    Authors
    Johnson, Genevieve
    Cooke, Audrey
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Johnson, G. and Cooke, A. 2015. Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students. Distance Education. 37 (1): pp. 107-120.
    Source Title
    Distance Education
    DOI
    10.1080/01587919.2015.1081737
    ISSN
    0158-7919
    School
    School of Education
    Remarks

    This is an Author's Original Manuscript of an article published by Taylor & Francis in Distance Education on 08/12/2015 available online at http://www.tandfonline.com/10.1080/01587919.2015.1081737

    URI
    http://hdl.handle.net/20.500.11937/3818
    Collection
    • Curtin Research Publications
    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.

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