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Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior

Bellhäuser, Henrik ; Liborius, Patrick ; Schmitz, Bernhard (2022):
Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. (Publisher's Version)
In: Frontiers in Psychology, 13, Frontiers Media S.A., e-ISSN 1664-1078,
DOI: 10.26083/tuprints-00021334,
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Item Type: Article
Origin: Secondary publication DeepGreen
Status: Publisher's Version
Title: Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior
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.

Journal or Publication Title: Frontiers in Psychology
Volume of the journal: 13
Publisher: Frontiers Media S.A.
Collation: 14 Seiten
Uncontrolled Keywords: self-regulated learning, web-based training, peer feedback, training evaluation, learning diary
Classification DDC: 100 Philosophie und Psychologie > 150 Psychologie
Divisions: 03 Department of Human Sciences > Institute for Psychology
Date Deposited: 13 May 2022 13:15
Last Modified: 13 May 2022 13:16
DOI: 10.26083/tuprints-00021334
Corresponding Links:
URN: urn:nbn:de:tuda-tuprints-213341
SWORD Depositor: Deep Green
URI: https://tuprints.ulb.tu-darmstadt.de/id/eprint/21334
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