Beschreibung
In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy could be effective in improving students self-efficacy and course satisfaction in a blended learning context. Volitional messages were constructed andalong with traditional feedback content (knowledge of results and knowledge of correct response)distributed to a large undergraduate class in China. Sixty-seven freshmen participated in this study. Results indicated that students learning self-efficacy and course satisfaction were significantly correlated. In addition, participants who received the knowledge of correct response plus volitional messages showed greater course satisfaction than those who received other types of feedback messages. No significant difference emerged in self-efficacy. Future research directions are discussed.
Autorenportrait
Dr. Wei Wang earned a Ph.D. in Instructional Design and Technology from the Virginia Polytechnic Institute and State University. His research interests include the social learning theory, design and application of online feedback strategies, and learning motivation.
