Anthony, Carl

Axelithioti, Panagiota

Dawkins, Donna

Donaldson, Daniel

Espino, Daniel

Mahomed, Aziza

Parry, Lewis

Samra, Mohamed

Suleymenova, Kamilya

English

Current educational research demonstrates the importance of equipping students to be active participants in their own learning. However, more work is needed to provide students with the metacognitive skills necessary to engage in Self-Regulated Learning (SRL). Feedback is a crucial component of the learning process and can be used by students to develop these skills, but remains a source of dissatisfaction for students and educators. We contend that this is a result of a gap in students’ understanding of the feedback process and the lack of dialogue between students and educators. This paper presents a methodology to conduct a feedback workshop as a means to improve the feedback experience while equipping students with the metacognitive skills needed to facilitate SRL. The methodology was evaluated in four workshops conducted with students from engineering and business at a university in the United Kingdom. In each workshop (excluding the pilot) students were requested to complete pre and post-workshop questionnaires and there was also opportunity for group discussion and reflection. Results demonstrate the potential benefits of such workshops in deepening the student understanding of the process and use of feedback

University of Birmingham Research Portal

Supporting student self-regulated learning via digitally enhanced feedback workshops

http://pure-oai.bham.ac.uk/ws/files/195397420/Accepted_Author_Manuscript_FIGURES.pdf

Supporting student self-regulated learning via digitally enhanced feedback workshops

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University of Birmingham Research Portal