Exploring Self-Regulated Learning through Differentiated Feedback

Autor/inn/en	Yong, Tay Hui; Sokumaran, Nithiyah
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01