| Type of Document |
Dissertation |
| Author |
Wang, Wei
|
| Author's Email Address |
wwang06@vt.edu |
| URN |
etd-09302011-082401 |
| Title |
The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System |
| Degree |
PhD |
| Department |
Curriculum and Instruction |
| Advisory Committee |
| Advisor Name |
Title |
| Burton, John K. |
Committee Chair |
| Lockee, Barbara B. |
Committee Member |
| Moore, David Michael |
Committee Member |
| Potter, Kenneth R. |
Committee Member |
|
| Keywords |
- Volition
- Feedback
- satisfaction
- self-efficacy
|
| Date of Defense |
2011-08-30 |
| Availability |
unrestricted |
Abstract
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. Standard volitional messages were constructed and—along 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 pure experimental 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 (KCR+V) 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.
|
| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
|
| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
| |
Wang_Wei_D_2011.pdf |
2.64 Mb |
00:12:13 |
00:06:17 |
00:05:30 |
00:02:45 |
00:00:14 |
|
