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

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.

Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment

“…One explanation is that the learning diary constituted an effective intervention itself, irrespective of feedback provision. This would be in line with the idea that learning diaries promote SRL by stimulating monitoring and reflection on the own study process ( Schmitz and Perels, 2011 ), but in contrast to previous research, which did not find effects of learning diaries on SRL ( Fabriz et al, 2014 ; Bellhäuser et al, 2016 ; Dörrenbächer and Perels, 2016 ; Bellhäuser et al, 2022 ). However, since we did not include a control group without learning diary, we do not know how SRL would have developed over time without the use of learning diaries.…”

“…Also, changes in SRL traits might show only after a certain delay ( Cousins et al, 2022 ) and without a follow-up measurement we might have missed this effect. Further, the effect of the feedback diary might be larger when combined with a training intervention ( Bellhäuser et al, 2022 ).…”

Supporting Home-Based Self-Regulated Learning for Secondary School Students: An Educational Design Study

“…Social interaction provides a way to obtain feedback and help improve skills in online learning environments [37,59,60]. A previous study showed that SRL training, particularly when supplemented with peer feedback, yielded positive outcomes [61]. Family-school co-education is a booster for skills learning because students spend most of their time at home and parents play an important role in the growth of SRL skills [58].…”

Self-Regulated Learning Diary Interventions and the Implications for Health Professions Education

“…Frequent completion of a diary over time can lead to these processes becoming more automatic [61]. [36,62], the automated online feedback can be a cost-effective approach for this aim [28].…”

“…Over the last 20 years, educators in non-health professions, especially humanities and engineering, have become increasingly interested in SRL-LD interventions [27][28][29][30][31][32][33][34]. The intention is that regularly recording of SRL during learning may improve both students' SRL and academic performance over time [35,36] specially diaries those address both learning behavior and content, cognitive, and metacognitive aspects with external feedback on SRL.…”