Abstract
Facilitating undergraduates’ self-regulated learning (SRL) is the key to successful online learning, and teachers’ various feedback plays an important role. Through an investigation on Chinese university students’ online learning experience, the study found students’ SRL strategies differences in terms of students’ gender, grades and achievement rank. The structural equation modeling analysis showed that different teacher feedback can influence different SRL strategies. Specifically, verification feedback, scaffolding feedback and teacher praise were positively related with students’ SRL, and teacher criticism also positively predicted three dimensions of SRL. Adopting verification and scaffolding feedback and the balance of teacher praise and criticism were suggested as they can enhance students’ online SRL strategies. Implications for university online teaching are further discussed.
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