Please use this identifier to cite or link to this item:
http://doi.org/10.25358/openscience-8176
Authors: | Bellhäuser, Henrik Liborius, Patrick Schmitz, Bernhard |
Title: | Fostering self-regulated learning in online environments : positive effects of a web-based training with peer feedback on learning behavior |
Online publication date: | 26-Oct-2022 |
Year of first publication: | 2022 |
Language: | english |
Abstract: | Although training in self-regulated learning (SRL) is effective in improving performance, human trainers can reach only a few people at a time. We developed a web-based training for potentially unlimited numbers of participants based on the process model of SRL by Schmitz and Wiese (2006). A prior study (Bellhäuser et al., 2016) observed positive effects on self-reported SRL and self-efficacy. In the present randomized controlled trial, we investigated an improved version of the web-based training, augmented by the application of peer feedback groups. Prospective university students in an online mathematics preparation course were assigned randomly to one of four experimental conditions: Group D (diary), group TD (training + diary), group TDP (training + diary + peer feedback group), and group C (control). Complete data was obtained for 136 participants (78.8% male; M = 19.8 years). The learning diary was intended to trigger goal setting, planning, and self-motivation in the morning and reflection in the evening. The web-based training consisted of three lessons (approximately 90 min each) with videos, presentations, self-tests, and exercises. In the peer feedback condition, participants were randomly assigned to groups of five persons each and used a bulletin board to discuss pre-defined topics related to the content of the web-based training. Outcome measures included a test of declarative SRL knowledge, an SRL questionnaire, a general self-efficacy scale, log file data, and a mathematics test. Results showed positive effects for the web-based training, particularly when combined with peer feedback on both SRL knowledge and SRL questionnaires, self-efficacy, and on objective time-investment, but not on the mathematics test. The learning diary did not exhibit positive effects. We conclude that additional peer-feedback seems to be a useful supplement to web-based trainings with comparably low organizational costs. |
DDC: | 150 Psychologie 150 Psychology |
Institution: | Johannes Gutenberg-Universität Mainz |
Department: | FB 02 Sozialwiss., Medien u. Sport |
Place: | Mainz |
ROR: | https://ror.org/023b0x485 |
DOI: | http://doi.org/10.25358/openscience-8176 |
Version: | Published version |
Publication type: | Zeitschriftenaufsatz |
Document type specification: | Scientific article |
License: | CC BY |
Information on rights of use: | https://creativecommons.org/licenses/by/4.0/ |
Journal: | Frontiers in psychology 13 |
Pages or article number: | 813381 |
Publisher: | Frontiers Media |
Publisher place: | Lausanne |
Issue date: | 2022 |
ISSN: | 1664-1078 |
Publisher URL: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.813381/full |
Publisher DOI: | 10.3389/fpsyg.2022.813381 |
Appears in collections: | DFG-491381577-G |
Files in This Item:
File | Description | Size | Format | ||
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fostering_selfregulated_learn-20221025144312363.pdf | 619.23 kB | Adobe PDF | View/Open |