The role of feedback and selfefficacy on web-based learning:
The social cognitive perspective
Source: Computers & Education 51 (2008) 1589–
1598
Authors: Shu-Ling Wang, Pei-Yi Wu
Speaker: Cheng-Yi Li
Date: 2008/10/23
1
Definition of e-learning(1/3)
 E-learning means “learn something
with a computer”
 also called “computer-mediated learning”
Learning material
Learner
2
Definition of e-learning(2/3)
 when we mentioned e-learning, we
mean “web-based e-learning system”
 Since it removes the time and space
constraint, and it is the key advantage of
e-learning
3
Definition of e-learning(3/3)
 There are vast factors influencing
learning performance
 And this is the main topic of research on
e-learning
Way of material
presentation?
Learner
characteristic?
Assessment?
Learner grouping?
4
Introduction(1/3)
 Self-efficacy
 One’s beliefs regarding their capability to
execute actions necessary to achieve
designated outcomes
 strongly related to Web-based
learning behavior and performance
5
Introduction(2/3)
 Feedback
 According to Dempsey et al.’s (1993)
definitions
 knowledge of results (KR)
 knowledge of correct response (KCR)
 elaborated feedback (EF).
6
Introduction(3/3)
 Learning strategy
 Rehearse strategy
 Elaboration strategy
 Critical thinking strategy
7
Research question(1/4)

Does students’ self-efficacy predict their learning behaviors and
performance in a Web-based learning environment?
Providing feedback
Learning strategy
Self-efficacy
Learning performance
8
Research question(2/4)

Do students’ learning behaviors predict their academic
performance?
Behavior Influence
Providing feedback
Learning strategy
Learning performance
9
Research question(3/4)

What are the relationships between students’ uses of learning
strategies and their feedback behaviors?
Learning strategy
Rehearse
Elaboration
Critical thinking
Feedback
Provide
KR
KCR
EF
10
Research question(4/4)

Does the feedback received by students significantly relate to
their academic performance and self-efficacy?
Self-efficacy
Feedback
KR
KCR
EF
Learning performance
11
Research method(1/7)
 Environment settings
 Use “Educational Psychology” as subject,
it is an mandatory course.
 76 students come form 23 disciplines
 Held in an university located in northern
Taiwan
12
Research method(2/7)
4th week
Assign homework
1 week
2 week
Upload homework
Finish questionnaire
Peer review
Upload feedback
Revise homework
1 week
Upload homework
Finish questionnaire
Analysis the result
13
Research method(3/7)
 Assign homework
 A case study
 A student lacked motivation to learn and
subsequently experienced learning
difficulties
 Identify the problems and provide
strategies
14
Research method(4/7)
 Upload homework
 Netports system
15
Research method(5/7)
 Questionnaire
 Using MSLQ to identify self-efficacy and
learning strategy
 7-points Liker scale
16
17
Research method(6/7)
 Peer review
 Anonymous distribute homework to
students
Upload
Random
Upload
homework
distribution
feedback
Student
Student
Student
Student
………..
………..
Student
Netport
system
Netport
system
Student
18
Research method(7/7)
 Revise homework and upload, and
finish questionnaire
 Same as page 15-17
19
Data definitions(1/3)
 Data to be analysis
Learning behavior
feedback
Learning strategy
Self-efficacy
Rater’s judgment
MSLQ
MSLQ
Learning performance Rater’s judgment
20
Data definitions(2/3)
 Rater’s judgment
 3 graduate students
 Discuss answers of the case with teacher
 Jointly analyze 12 students feedback and
homework, then analyze the rest 64
students independently.
21
Data definitions(3/3)
 Feedback
 According to Dempsey et al.’s (1993)
definitions
 One idea is measured as one unit
 Learning performance
 Identify 1 problem is counted as 1 point
 Provide 1 strategy is counted as 1 point
22
Result(1/4)

Does students’ self-efficacy predict their learning behaviors and performance in a Webbased learning environment?
 no significant relationship between self-efficacy and feedbacks provided.
 students who had higher self-efficacy tended to use more learning strategies
 no significant relationship between self-efficacy and learning performance
Not related
Providing feedback
Learning strategy
Higher people use
more strategy
Self-efficacy
Not
related
Learning performance
23
Result(2/4)

Do students’ learning behaviors predict their academic performance?


knowledge of results ,knowledge of correct response, and elaborated
feedback did not predict student assignment performance.
rehearses strategies, elaborated strategies, and critical thinking skills did not
predict student academic achievement
Learning behavior
Providing feedback
Learning strategy
Not related
Learning performance
24
Result(3/4)

What are the relationships between students’ uses of learning
strategies and their feedback behaviors?


students who used more rehearse strategies were more likely to only
provide knowledge of result feedback.
students using more critical thinking strategies provided more knowledge of
result feedback and elaborated feedback
25
Result(4/4)

Does the feedback received by students significantly relate to their
academic performance and self-efficacy?
26
Conclusion
 The higher self-efficacy, the more
learning strategy he will use.
 Elaborated feedback will increase
student’s self-efficacy.
27
Comment
 Formative assessment and selfefficacy?
28