Literaturnachweis - Detailanzeige
Autor/inn/en | Yong, Tay Hui; Sokumaran, Nithiyah |
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Titel | Exploring Self-Regulated Learning through Differentiated Feedback |
Quelle | In: Cogent Education, 10 (2023) 1, Artikel 2212113 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Yong, Tay Hui) ORCID (Sokumaran, Nithiyah) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
DOI | 10.1080/2331186X.2023.2212113 |
Schlagwörter | Metacognition; Learning Strategies; Scores; Comparative Analysis; Feedback (Response); Teacher Student Relationship; Error Correction; Student Attitudes; Special Education; Special Needs Students; Student Motivation; Educational Change; Educational Policy; Teaching Methods; Foreign Countries; Individualized Instruction; Singapore Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrektur; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Schulische Motivation; Bildungsreform; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Individualisierender Unterricht; Singapur |
Abstract | Self-regulated learning (SRL) has been promoted as playing a key role in proactive, life-long learning. The present study aimed to investigate the effect of different types of teacher feedback on students' self-regulated learning (SRL) in a special educational needs (SEN) context. It employed a mixed method, quasi-experimental with repeated-measures pre-test-treatment-post-test design. Forty-five students from a SEN school were explicitly taught SRL strategies over nine sessions. Participants were divided into two matched groups and provided different types of feedback (DF group) or corrective feedback only (CF group). Data was collected from individual interviews and student artefacts. Consistent with research on the benefits of explicit SRL instruction in mainstream school contexts, this study in the SEN context found statistically significantly higher student SRL scores at post-test than pre-test. Comparing scores between the feedback groups turned out not statistically significant. However, insightful qualitative differences were found in analyses of assignments and interview data at all three phases of SRL. Findings coalesced around the themes of Skill and Will, providing insights to students' motivation and affect, influencing student volition. These findings suggest both changes at the practice and policy level in SEN contexts to bring about feedback-rich learning environments to facilitate SRL. (As Provided). |
Anmerkungen | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |