How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jaclyn Broadbent , Stefanie Sharman , Ernesto Panadero , Matthew Fuller-Tyszkiewicz
{"title":"How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners","authors":"Jaclyn Broadbent ,&nbsp;Stefanie Sharman ,&nbsp;Ernesto Panadero ,&nbsp;Matthew Fuller-Tyszkiewicz","doi":"10.1016/j.iheduc.2021.100805","DOIUrl":null,"url":null,"abstract":"<div><p>The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100805","citationCount":"36","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751621000142","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 36

Abstract

The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts.

自我调节学习如何影响形成性评价和总结成绩?比较在线学习者和混合式学习者
关于形成性评价和自我调节学习(SRL)的文献主要关注形成性评价如何改善自我调节学习。另一方面,本研究评估了SRL特征是否影响在线和混合学习环境下形成性评估的成功参与,以及随后的总结表现。96名混合式学习者和85名在线学习者完成了一项形成性评估任务,收到反馈,然后重新提交评估以获得总结性评分。总体而言,虽然学习环境、SRL和成绩之间存在差异,但许多变量并不是成绩的显著预测因子。自信、合理安排时间、有规律地学习的在线学习者受益最大,尽管这些影响在单独观察时很小。混合型学习者在较小程度上也受益于自信和努力调节。据作者所知,这是第一个在两种学习环境中测试SRL特征作为形成性任务中表现驱动因素的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信