Enhancing self-regulated learning through using written feedback in higher education

Georgeta Ion, Elena Cano-García, Maite Fernández-Ferrer

Research output: Contribution to journalArticleResearchpeer-review

10 Citations (Scopus)

Abstract

© 2017 Elsevier Ltd Feedback is considered to be a key component in teacher activity for the reflective construction of knowledge. This paper aims to analyse the feedback provided by lecturers in order to enhance students’ self-regulation of their learning. The methods used consisted in the analysis of the content of feedback and questionnaires administered to students and lecturers. The results show that most of the feedback provided by lecturers is close to that of feedforward. Students evaluate this feedback in a very positive way, as they consider it to be useful when working through the content. It also makes them more aware of the competencies that they should reach.
Original languageEnglish
Pages (from-to)1-10
JournalInternational Journal of Educational Research
Volume85
DOIs
Publication statusPublished - 1 Jan 2017

Keywords

  • Competencies
  • Feedforward
  • Self-regulation
  • Written feedback

Fingerprint Dive into the research topics of 'Enhancing self-regulated learning through using written feedback in higher education'. Together they form a unique fingerprint.

Cite this