Supporting student self-regulated learning via digitally enhanced feedback workshops

Daniel Donaldson, Mohamed Samra, Panagiota Axelithioti, Lewis Parry, Kamilya Suleymenova, Donna Dawkins, Daniel Espino, Aziza Mahomed, Carl Anthony

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Abstract

Current educational research demonstrates the importance of equipping students to be active participants in their own learning. However, more work is needed to provide students with the metacognitive skills necessary to engage in Self-Regulated Learning (SRL). Feedback is a crucial component of the learning process and can be used by students to develop these skills, but remains a source of dissatisfaction for students and educators. We contend that this is a result of a gap in students’ understanding of the feedback process and the lack of dialogue between students and educators. This paper presents a methodology to conduct a feedback workshop as a means to improve the feedback experience while equipping students with the metacognitive skills needed to facilitate SRL. The methodology was evaluated in four workshops conducted with students from engineering and business at a university in the United Kingdom. In each workshop (excluding the pilot) students were requested to complete pre and post-workshop questionnaires and there was also opportunity for group discussion and reflection. Results demonstrate the potential benefits of such workshops in deepening the student understanding of the process and use of feedback.
Original languageEnglish
Pages (from-to)12-40
Number of pages29
JournalAdvances in Engineering Education
Volume11
Issue number4
Early online date1 Dec 2023
DOIs
Publication statusPublished - Jan 2024

Bibliographical note

Acknowledgments:
This work was supported by the University of Birmingham Higher Education Futures Institute Education Enhancement Fund under Grant [number CSLP220].

Keywords

  • digital feedback
  • metacognitive learning
  • self-regulated learning
  • strategies

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