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Effects of Feedback on Learning Strategies in Learning Journals: Learner-Expertise Matters
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Author(s): Julian Roelle (University of Bielefeld, Germany), Kirsten Berthold (University of Bielefeld, Germany) and Stefan Fries (University of Bielefeld, Germany)
Copyright: 2011
Volume: 1
Issue: 2
Pages: 15
Source title:
International Journal of Cyber Behavior, Psychology and Learning (IJCBPL)
Editor(s)-in-Chief: Nadia Mansour Bouzaida (University of Sousse, Tunisia & University of Salamanca, Spain)
DOI: 10.4018/ijcbpl.2011040102
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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.
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