1 The role of feedback and self- efficacy on web-based learning: The social cognitive perspective Source: Computers & Education 51 (2008) 1589 – 1598 Authors: Shu-Ling Wang, Pei-Yi Wu Speaker: Cheng-Yi Li Date: 2008/10/23

2 Definition of e-learning(1/3)  E-learning means “ learn something with a computer ” also called “ computer-mediated learning ” Learner Learning material

3 Definition of e-learning(2/3)  when we mentioned e-learning, we mean “ web-based e-learning system ” Since it removes the time and space constraint, and it is the key advantage of e-learning

4 Definition of e-learning(3/3)  There are vast factors influencing learning performance And this is the main topic of research on e-learning Learner characteristic? Learner grouping? Way of material presentation? Assessment?

5 Introduction(1/3)  Self-efficacy One ’ s beliefs regarding their capability to execute actions necessary to achieve designated outcomes  strongly related to Web-based learning behavior and performance

6 Introduction(2/3)  Feedback According to Dempsey et al. ’ s (1993) definitions knowledge of results (KR) knowledge of correct response (KCR) elaborated feedback (EF).

7 Introduction(3/3)  Learning strategy Rehearse strategy Elaboration strategy Critical thinking strategy

8 Research question(1/4)  Does students ’ self-efficacy predict their learning behaviors and performance in a Web-based learning environment? Self-efficacy Providing feedback Learning strategy Learning performance

9 Research question(2/4)  Do students ’ learning behaviors predict their academic performance? Providing feedback Learning strategy Learning performance Behavior Influence

10 Research question(3/4)  What are the relationships between students ’ uses of learning strategies and their feedback behaviors? Rehearse Elaboration Critical thinking KR KCR EF Learning strategyFeedback Provide

11 Research question(4/4)  Does the feedback received by students significantly relate to their academic performance and self-efficacy? KR KCR EF Self-efficacy Learning performance Feedback

12 Research method(1/7)  Environment settings Use “ Educational Psychology ” as subject, it is an mandatory course. 76 students come form 23 disciplines Held in an university located in northern Taiwan

13 Research method(2/7) Assign homework Upload homework Finish questionnaire Peer review Upload feedback Revise homework Upload homework Finish questionnaire 4th week 1 week 2 week 1 week Analysis the result

14 Research method(3/7)  Assign homework A case study A student lacked motivation to learn and subsequently experienced learning difficulties Identify the problems and provide strategies

15 Research method(4/7)  Upload homework Netports system

16 Research method(5/7)  Questionnaire Using MSLQ to identify self-efficacy and learning strategy 7-points Liker scale

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18 Research method(6/7)  Peer review Anonymous distribute homework to students Student Upload homework Netport system Student Random distribution ……….. Netport system Upload feedback

19 Research method(7/7)  Revise homework and upload, and finish questionnaire Same as page 15-17

20 Data definitions(1/3)  Data to be analysis Self-efficacy Learning behavior feedback Learning strategy Learning performance MSLQ Rater ’ s judgment

21 Data definitions(2/3)  Rater ’ s judgment 3 graduate students Discuss answers of the case with teacher Jointly analyze 12 students feedback and homework, then analyze the rest 64 students independently.

22 Data definitions(3/3)  Feedback According to Dempsey et al. ’ s (1993) definitions One idea is measured as one unit  Learning performance Identify 1 problem is counted as 1 point Provide 1 strategy is counted as 1 point

23 Result(1/4)  Does students’ self-efficacy predict their learning behaviors and performance in a Web- based learning environment? no significant relationship between self-efficacy and feedbacks provided. students who had higher self-efficacy tended to use more learning strategies no significant relationship between self-efficacy and learning performance Self-efficacy Providing feedback Learning strategy Learning performance Not related Not related Higher people use more strategy

24 Result(2/4)  Do students ’ learning behaviors predict their academic performance? knowledge of results,knowledge of correct response, and elaborated feedback did not predict student assignment performance. rehearses strategies, elaborated strategies, and critical thinking skills did not predict student academic achievement Learning performance Learning behavior Providing feedback Learning strategy Not related

25 Result(3/4)  What are the relationships between students ’ uses of learning strategies and their feedback behaviors? students who used more rehearse strategies were more likely to only provide knowledge of result feedback. students using more critical thinking strategies provided more knowledge of result feedback and elaborated feedback

26 Result(4/4)  Does the feedback received by students significantly relate to their academic performance and self-efficacy?

27 Conclusion  The higher self-efficacy, the more learning strategy he will use.  Elaborated feedback will increase student ’ s self-efficacy.

28 Comment  Formative assessment and self- efficacy?