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dc.contributor.authorJohnson, Genevieve
dc.contributor.authorCooke, Audrey
dc.identifier.citationJohnson, 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.

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.

dc.titleSelf-regulation of learning and preference for written versus audio-recorded feedback by distance education students
dc.typeJournal Article
dcterms.source.titleDistance Education

This is an Author's Original Manuscript of an article published by Taylor & Francis in Distance Education on 08/12/2015 available online at

curtin.departmentSchool of Education
curtin.accessStatusOpen access

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