Publication
Title
Providing constructive feedback on learning patterns : an individual learner perspective
Author
Abstract
In order to decrease the growing drop-out and failure rates in first year higher education, institutions in Europe often organize learning skill training sessions, or provide feedback on student learning. In this study we question how students perceive the need for such initiatives or interventions and to what extent this is related to individual learner characteristics, such as their learning strategies and their sense of self-efficacy. 113 first-year students enrolled in a first year professional bachelor programme in a Belgian University College participated in this study. Results show that students have different preferences regarding to whether and how they want to change their learning patterns throughout the first year. For some students, external sources for feedback information are needed, such as the reliance on learner coaches, while other students prefer more internal sources and self- improvement. Students sense of self-efficacy, as well as the way they regulate their own learning, is associated with these preferences for learning pattern feedback. Neglecting these associations, when setting up one-for-all learning pattern feedback initiatives, seems not to be a good option and might result in negative friction for some learner groups. Particularly for those students more at risk, the results indicate that external and not internal sources for learning pattern feedback are preferred.
Language
English
Source (journal)
Reflecting education
Publication
2012
ISSN
1746-9082
Volume/pages
8:1(2012), p. 114-132
Full text (open access)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
VABB-SHW
Record
Identification
Creation 14.11.2012
Last edited 21.10.2014
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