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

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 pe...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:The Internet and higher education Ročník 50; s. 100805
Hlavní autoři: Broadbent, Jaclyn, Sharman, Stefanie, Panadero, Ernesto, Fuller-Tyszkiewicz, Matthew
Médium: Journal Article
Jazyk:angličtina
Vydáno: Elsevier Inc 01.06.2021
Témata:
Blended learning
Formative assessment
Higher education
Online learning
Self-regulated learning
Summative assessment
Self-regulated learning
Formative assessment
Summative assessment
Higher education
Blended learning
Online learning
ISSN:1096-7516, 1873-5525
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí: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. •The first study to test SRL skills as drivers of performance during formative tasks.•SRL skills and grades were measured in two learning contexts: blended and online.•There were differences between learning contexts, SRL capabilities, and performance.•Successful online learners were confident, managed their time and efforts.•Successful blended learners were confident and regulated their effort.
ISSN:1096-7516
1873-5525
DOI:10.1016/j.iheduc.2021.100805