Abstract
The purpose of the study was to evaluate the effects of feedback timing and quality on student self-regulatory behavior. Using a non-equivalent control-group design, students were assigned to either an immediate-detailed or delayed-grade-only feedback condition within the online statistics homework program, Aplia. The groups were then compared on levels of self-regulation and ratings of perceived homework effectiveness. Results indicate no significant differences between groups. Implications and the need for updated and more context specific measurements are discussed. Keywords: online homework; self-regulation; Aplia; graduate student; statistics course
Highlights
It is understood that a major goal of higher education is to assist students in becoming selfregulated learners
Higher education instructors should use formative feedback practices that encourage the development of self-regulation skills, thereby empowering students (Nicol & MacFarlane-Dick, 2006) and preparing them for independent learning beyond graduation and throughout their lives (Boud, 2000; Dunn, Lo, Mulvenon, & Sutcliffe, 2012)
Nicol and Milligan (2006) contend that computer-based assessment differs from traditional paper-pencil classwork and homework, technology-supported assessment can fit the criteria of good feedback practice, and in turn help students develop necessary self-regulation skills
Summary
It is understood that a major goal of higher education is to assist students in becoming selfregulated learners. Higher education instructors should use formative feedback practices that encourage the development of self-regulation skills, thereby empowering students (Nicol & MacFarlane-Dick, 2006) and preparing them for independent learning beyond graduation and throughout their lives (Boud, 2000; Dunn, Lo, Mulvenon, & Sutcliffe, 2012). To this end, Nicol & MacFarlane-Dick (2006) developed seven principles of feedback practice to which they suggest academic assessment should adhere. Assessment content has been delivered via computer programs and through websites (Aleven, McLaren, Roll, & Koedinger, 2010; Azevedo, 2009; Biswas, Leelawong, Schwartz, Vye, & Teachable Agents Group, 2005; Greene, Moos, Azevedo, & Winters, 2008; Perry & Winne, 2006; Winne & Nesbit, 2009). Nicol and Milligan (2006) contend that computer-based assessment differs from traditional paper-pencil classwork and homework, technology-supported assessment can fit the criteria of good feedback practice, and in turn help students develop necessary self-regulation skills
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