A Study of The Effects of Feedback on College Students’ Self-Regulated Learning in an Online Learning Environment

Abstract

Background: Effective feedback positively affects the learning process of students, and its role is manifested in the fact that it can stimulate learning motivation and promote cognition. In self-regulated learning as a learning mode, feedback is also an essential key factor in the process of its activities. Based on the requirements of an online learning environment for college students' self-regulated learning as well as the current situation that the overall level of Chinese college students' self-regulated learning ability is only in the middle, this study hopes to provide feedback based on the process of self-regulated learning, implement feedback for college students using online learning, and explore the impact of feedback on college self-regulated learning to test the utility of feedback. Methods: This study combines literature analysis, experimental research, and a questionnaire to conduct an in-depth study of the impact of feedback on undergraduate self-regulated learning in an online learning environment. Sample: 37 students’ final grade point average in the previous semester is taken as the pre-test score. Based on this data, the study subjects are divided into two groups that are not statistically different. A teaching experiment lasting one semester is conducted on two groups of students: one receiving feedback and the other not, serving as the experimental and control groups. Results: (1) Feedback has a positive impact on college students' self-regulated learning level; (2) Feedback does not have a significant impact on college students' academic performance in the short term. Conclusion: This study investigates three aspects of model construction, feedback design, and empirical evidence to provide feedback based on learners' self-regulated learning processes in online learning environments to improve college students' self-regulated learning.