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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/1714

Title: Effects of Elicited Reflections combined with Tutor or Peer Feedback on Self-Regulated Learning and Learning Outcomes
Authors: Van den Boom, Gerard
Paas, Fred
Van Merriënboer, Jeroen
Keywords: Self-regulated learning
Self-regulation
Reflection
Feedback
Issue Date: 2007
Publisher: Elsevier
Abstract: This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts students that further reflection is advisable, without being very directive. Forty-nine students participated in a regular web-based distance education course on work psychology. In two experimental conditions students were prompted to reflect on their learning process, and received feedback on their reflections, either from peer students or a tutor. These conditions were compared to a control condition in which students studied the regular course without reflection and feedback. In line with the hypothesis, results showed that reflection combined with feedback positively affected students' self-regulated learning. In addition, students in the condition with tutor feedback outperformed students in both other conditions on learning outcomes.
Description: Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548.
URI: http://hdl.handle.net/1820/1714
Appears in Collections:1. LC: Publications and Preprints

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