Delaying elaborated feedback within computer‐based learning environments: The role of summative and question‐based feedback.
Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer‐based environments provide learners with EF in different ways, for example, on an immediate question‐by‐question basis or after answering a set of questions. Recent findings also suggest that delayin...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 4; pp. 1015 - 1030 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151329629&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151329629 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2021 vid: 37 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 151329629 149103989 151329629 151329629 10.1111/jcal.12540 151329629 ppf: 1015 ppct: 15 formats: tig: atl: Delaying elaborated feedback within computer‐based learning environments: The role of summative and question‐based feedback. aug: au: Candel, Carmen Máñez, Ignacio Cerdán, Raquel Vidal‐Abarca, Eduardo affil: ERI Lectura, Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain sug: subj: Feedback Methods Student Knowledge Learning Environment User-Computer Interface Learning Methods Human Funding Source Student Performance Appraisal Students, High School Spain Questionnaires Reading Descriptive Statistics One-Way Analysis of Variance ab: Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer‐based environments provide learners with EF in different ways, for example, on an immediate question‐by‐question basis or after answering a set of questions. Recent findings also suggest that delaying EF enhances learning. However, it is unclear to what extent different types of delayed‐EF favour students' performance. This study examines whether and how two types of delayed‐EF (question‐based vs. summative) influence students' question‐answering performance and final learning over immediate‐EF. One hundred thirty‐three secondary‐school students read a scientific text and answered 12 multiple‐choice questions in a computer‐based environment. A day later, students completed a final learning test with 20 open‐ended questions. Results showed that neither question‐based delayed EF nor summative delayed EF outperformed immediate EF. However, EF moderated the relationship between students' prior knowledge and their performance outcomes, suggesting that students with higher levels of prior knowledge receiving summative delayed EF benefited more. Lay Description: What is already known about this topic: Elaborative Feedback (EF) containing explanations about the students' responses benefits learning.Computer‐based learning environments can provide students with different types of delayed and immediate EF messages.Results in regard to what type of delayed EF is best for learning are inconclusive.EF effects can vary as a function of individual differences in Prior Knowledge. What this paper adds: The role of delaying EF over immediate EF on both question‐answering and learning outcomes.The effects of summing up EF (summative)in comparison to delivering question‐based EF.The interplay between students' prior knowledge and EF on question‐answering and learning outcomes. Implications for practice and/or policy: Neither question‐based nor summative delayed EF outperformed immediate EF.Students with higher levels of prior knowledge receiving summative delayed EF benefited more.Designers of computer‐based learning environments may provide learners with delayed EF messages.The design of content‐efficient EF cannot be fully understood without considering learners' prior knowledge. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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