Welcome to the InfoSci Platform
Effects of Feedback on Learning Strategies in Learning Journals: Learner-Expertise Matters

Effects of Feedback on Learning Strategies in Learning Journals: Learner-Expertise Matters

Julian Roelle, Kirsten Berthold, Stefan Fries
Copyright: © 2013 |Pages: 16
ISBN13: 9781466618589|ISBN10: 1466618582|EISBN13: 9781466618596
DOI: 10.4018/978-1-4666-1858-9.ch008
Cite Chapter Cite Chapter

MLA

Roelle, Julian, et al. "Effects of Feedback on Learning Strategies in Learning Journals: Learner-Expertise Matters." Evolving Psychological and Educational Perspectives on Cyber Behavior, edited by Robert Z. Zheng, IGI Global, 2013, pp. 116-131. https://doi.org/10.4018/978-1-4666-1858-9.ch008

APA

Roelle, J., Berthold, K., & Fries, S. (2013). Effects of Feedback on Learning Strategies in Learning Journals: Learner-Expertise Matters. In R. Zheng (Ed.), Evolving Psychological and Educational Perspectives on Cyber Behavior (pp. 116-131). IGI Global. https://doi.org/10.4018/978-1-4666-1858-9.ch008

Chicago

Roelle, Julian, Kirsten Berthold, and Stefan Fries. "Effects of Feedback on Learning Strategies in Learning Journals: Learner-Expertise Matters." In Evolving Psychological and Educational Perspectives on Cyber Behavior, edited by Robert Z. Zheng, 116-131. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1858-9.ch008

Export Reference

Mendeley
Favorite

Abstract

Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.