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The role of feedback and self-efficacy on web-based learning:The social cognitive perspective

Source: Computers & Education 51 (2008) 1589–1598Authors: Shu-Ling Wang, Pei-Yi WuSpeaker: Cheng-Yi LiDate: 2008/10/23

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Definition of e-learning(1/3)

E-learning means “learn something with a computer” also called “computer-mediated

learning”

Learner

Learning material

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Definition of e-learning(2/3)

when we mentioned e-learning, we mean “web-based e-learning system” Since it removes the time and space

constraint, and it is the key advantage of e-learning

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Definition of e-learning(3/3)

There are vast factors influencing learning performance And this is the main topic of research on

e-learning

Learner characteristic?

Learner grouping?

Way of material presentation?

Assessment?

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Introduction(1/3)

Self-efficacy One’s beliefs regarding their capability to

execute actions necessary to achieve designated outcomes

strongly related to Web-based learning behavior and performance

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Introduction(2/3)

Feedback According to Dempsey et al.’s (1993)

definitions knowledge of results (KR) knowledge of correct response (KCR) elaborated feedback (EF).

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Introduction(3/3)

Learning strategy Rehearse strategy Elaboration strategy Critical thinking strategy

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Research question(1/4) Does students’ self-efficacy predict their learning behaviors

and performance in a Web-based learning environment?

Self-efficacy

Providing feedback

Learning strategy

Learning performance

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Research question(2/4) Do students’ learning behaviors predict their academic

performance?

Providing feedback

Learning strategy

Learning performance

Behavior Influence

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Research question(3/4) What are the relationships between students’ uses of learning

strategies and their feedback behaviors?

RehearseElaboration

Critical thinking

KRKCREF

Learning strategy Feedback

Provide

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Research question(4/4) Does the feedback received by students significantly relate to

their academic performance and self-efficacy?

KRKCREF

Self-efficacy

Learning performance

Feedback

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Research method(1/7)

Environment settings Use “Educational Psychology” as subject,

it is an mandatory course. 76 students come form 23 disciplines Held in an university located in northern

Taiwan

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Research method(2/7)

Assign homework

Upload homeworkFinish questionnaire

Peer reviewUpload feedback

Revise homework

Upload homeworkFinish questionnaire

4th week

1 week

2 week

1 week

Analysis the result

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Research method(3/7)

Assign homework A case study A student lacked motivation to learn and

subsequently experienced learning difficulties

Identify the problems and provide strategies

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Research method(4/7)

Upload homework Netports system

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Research method(5/7)

Questionnaire Using MSLQ to identify self-efficacy and

learning strategy 7-points Liker scale

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Research method(6/7)

Peer review Anonymous distribute homework to

students

Student

Student

Student

Upload

homework

Netportsystem

Student

Student

Student

Random

distribution

……

…..…

……

.. Netportsystem

Upload

feedback

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Research method(7/7)

Revise homework and upload, and finish questionnaire Same as page 15-17

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Data definitions(1/3)

Data to be analysis

Self-efficacy

Learning behaviorfeedback

Learning strategy

Learning performance

MSLQ

MSLQ

Rater’s judgment

Rater’s judgment

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Data definitions(2/3)

Rater’s judgment 3 graduate students Discuss answers of the case with teacher Jointly analyze 12 students feedback and

homework, then analyze the rest 64 students independently.

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Data definitions(3/3)

Feedback According to Dempsey et al.’s (1993)

definitions One idea is measured as one unit

Learning performance Identify 1 problem is counted as 1 point Provide 1 strategy is counted as 1 point

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Result(1/4) Does students’ self-efficacy predict their learning behaviors and performance in a Web-

based learning environment? no significant relationship between self-efficacy and feedbacks provided. students who had higher self-efficacy tended to use more learning strategies no significant relationship between self-efficacy and learning performance

Self-efficacy

Providing feedback

Learning strategy

Learning performance Not

related

Not related

Higher people use more strategy

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Result(2/4) Do students’ learning behaviors predict their academic performance?

knowledge of results ,knowledge of correct response, and elaborated feedback did not predict student assignment performance.

rehearses strategies, elaborated strategies, and critical thinking skills did not predict student academic achievement

Learning performance

Learning behaviorProviding feedback

Learning strategy

Not related

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Result(3/4) What are the relationships between students’ uses of learning strategies and

their feedback behaviors? students who used more rehearse strategies were more likely to only provide know

ledge of result feedback. students using more critical thinking strategies provided more knowledge of result

feedback and elaborated feedback

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Result(4/4) Does the feedback received by students significantly relate to their academic

performance and self-efficacy?

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Conclusion

The higher self-efficacy, the more learning strategy he will use.

Elaborated feedback will increase student’s self-efficacy.

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Comment

Formative assessment and self-efficacy?