Self-regulation of learning and preference for written versus audio-recorded feedback by distance education students

References

• Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61, 364–373. doi:10.1598/RT.61.5.1
   Web of Science ®Google Scholar
• Artino, A. R. (2008). Promoting academic motivation and self-regulation: Practical guidelines for online instructors. TechTrends, 52, 37–45. doi:10.1007/s11528-008-0153-x
   Google Scholar
• Artino, A., & Stephens, J. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12, 146–151. doi:10.1016/j.iheduc.2009.02.001
   Web of Science ®Google Scholar
• Bird, A., & Spiers, A. (2009, April). Implementing Wimba: A few words in your ear. Paper presented at Wimba Connect 2009: Adventures in Collaboration, Scottsdale, AZ. Retrieved from http://www.wimba.com/connect09/agenda/descriptions/index.php
   Google Scholar
• Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. doi:10.1146/annurev-psych-113011-143823
   PubMed Web of Science ®Google Scholar
• Bourgault, A. M., Mundy, C., & Joshua, T. (2013). Comparison of audio vs. written feedback on clinical assignments of nursing students. Nursing Education Perspectives, 34, 43–46. Retrieved from http://www.nln.org10.5480/1536-5026-34.1.43
   PubMedGoogle Scholar
• Cho, M.-H., & Summers, J. (2012). Factor validity of the motivated strategies for learning questionnaire (MSLQ) in asynchronous online learning environments. Journal of Interactive Learning Research, 23, 5–28. Retrieved from http://www.aace.org/pubs/jilr
   Google Scholar
• Coll, C., Rochera, M. J., & de Gispert, I. (2014). Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation. Computers & Education, 75, 53–64. doi:10.1016/j.compedu.2014.01.015
   Web of Science ®Google Scholar
• Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the motivated strategies for learning questionnaire. Learning and Individual Differences, 21, 337–346. doi:10.1016/j.lindif.2011.03.002
   Web of Science ®Google Scholar
• Cuthrell, K., Fogarty, E., & Anderson, P. (2009). Is this thing on: University student preferences regarding audio feedback. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen, & D. A. Wills (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 32–35). Waynesville, NC: AACE. Retrieved from http://www.editlib.org/d/30556
   Google Scholar
• Evans, C., & Waring, M. (2011). Student teacher assessment feedback preferences: The influence of cognitive styles and gender. Learning and Individual Differences, 21, 271–280. doi:10.1016/j.lindif.2010.11.011
   Web of Science ®Google Scholar
• Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. New York, NY: Taylor & Francis.
   Google Scholar
• Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports learning. Learning and Teaching in Higher Education, 1, 3–31. Retrieved from http://insight.glos.ac.uk/tli/resources/lathe
   Google Scholar
• Green, J. A., Moos, D. C., & Azevedo, R. (2011). Self-regulation of learning with computer- based learning environments. In H. Bembenutty (Ed.), Self-regulated learning (pp. 107–116). San Francisco, CA: Wiley.
   Google Scholar
• Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous feedback to enhance teaching presence and student sense of community. Journal of Asynchronous Leaning Networks, 11, 3–25. Retrieved from http://onlinelearningconsortium.org/read/journal-issues/
   Google Scholar
• Issa, T., Isaias, P., & Issa, T. (2014). Does MP3 audio feedback enhance students’ learning skills? An international case study. The International Journal of Learning, 19, 15–28. Retrieved from http://ijl.cgpublisher.com
   Google Scholar
• Johnson, G. M., & Davies, S. M. (2014). Self-regulated learning in digital environments: Theory, research, praxis. British Journal of Research, 1, 1–14. Retrieved from http://www.britishjr.org/index.php/BJR
   Google Scholar
• Johnson, G. M., & Kupla, A. (2007). Dimensions of online behavior: Toward a user typology. CyberPsychology & Behavior, 10, 773–780. doi:10.1089/cpb.2007.0043
   PubMedGoogle Scholar
• Johnson, G. M., & Oliver, R. (2014). Small screen technology use among indigenous boarding school adolescents from remote regions of Western Australia. The Australian Journal of Indigenous Education, 43, 75–84. doi:10.1017/jie.2014.1510.1017/jie.2014.15
   Google Scholar
• Lee, T.-H., Shen, P.-D., & Tsai, C.-W. (2010). Enhance low-achieving students’ learning involvement in Taiwan's higher education: An approach via e-learning with problem-based learning and self-regulated learning. Teaching in Higher Education, 15, 553–565. doi:10.1080/13562517.2010.50699910.1080/13562517.2010.506999
   Web of Science ®Google Scholar
• Macgregor, G., Spiers, A., & Taylor, C. (2011). Exploratory evaluation of audio email technology in formative assessment feedback. Research in Learning Technology, 19, 39–59. doi:10.1080/09687769.2010.547930
   Google Scholar
• McCormack, C., & Taylor, M. J. (2006). Electronic delivery of oral feedback on graphic design projects. In L. Markauskaite, P. Goodyear, & P. Belmann (Eds.), Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 525–528). Sydney: Sydney University Press. Retrieved from http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p72.pdf
   Google Scholar
• Merry, S., & Orsmond, P. (2008). Students’ attitudes to and usage of academic feedback provided via audio files. Bioscience Education, 11. Retrieved from www.bioscience.heacademy.ac.uk/journal/vol11/beej
   Google Scholar
• Morra, A. M., & Asís, M. I. (2009). The effect of audio and written teacher responses on EFL student revision. Journal of College Reading and Learning, 39, 68–81. Retrieved from http://www.crla.net10.1080/10790195.2009.10850319
   Google Scholar
• Nortcliffe, A., & Middleton, A. (2007). Audio feedback for the iPod generation. In Proceedings of the International Conference on Engineering Education, Coimbra, Portugal: International Network for Engineering Education & Research. Retrieved from http://icee2007.dei.uc.pt/proceedings/papers/489.pdf
   Google Scholar
• Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. doi:10.1007/s10648-004-0006-x
   Web of Science ®Google Scholar
• Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning.
   Google Scholar
• Pintrich, P., Smith, D., Garcia, T., & Mckeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. doi:10.1177/0013164493053003024
   Web of Science ®Google Scholar
• Rodway-Dyer, S. E., Dunne, E., & Newcombe, M. (2009). Audio and screen visual feedback to support student learning. In H. Davies & L. Creanor (Eds.), Proceedings of the 16th ALT-C International Conference (pp. 61–69). Oxford: Association for Learning. Retrieved from repository.alt.ac.uk/641/1/ALT-C_09_proceedings_090806_web_0207.pdf
   Google Scholar
• Roll, I., Aleven, V., McLaren, B., & Koedinger, K. (2011). Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction, 21, 267–280. doi:10.1016/j.learninstruc.2010.07.004
   Web of Science ®Google Scholar
• Rotheram, B. (2009). Sounds good: Quicker, better assessment using audio feedback (Final report). Leeds: Leeds Metropolitan University. Retrieved from http://www.jisc.ac.uk/publications/reports/2009/soundsgoodfinalreport.aspx
   Google Scholar
• Rowe, A. D., & Wood, L. N. (2008). Student perceptions and preferences for feedback. Asian Social Science, 4, 78–88. doi:10.5539/ass.v4n3p78
   Google Scholar
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–189. doi:10.3102/0034654307313795
   Web of Science ®Google Scholar
• Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9, 115–136. Retrieved from http://onlinelearningconsortium.org/
   Google Scholar
• Tang, J., & Harrison, C. (2011). Investigating university tutor perceptions of assessment feedback: Three types of tutor beliefs. Assessment & Evaluation in Higher Education, 36, 583–604. doi:10.1080/02602931003632340
   Web of Science ®Google Scholar
• Wang, T.-H. (2011). Developing web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-learning environment. Computers & Education, 57, 1801–1812. doi:10.1016/j.compedu.2011.01.003
   Web of Science ®Google Scholar
• Weld, C. (2014). Listen to this! Utilizing audio recordings to improve instructor feedback on writing in mathematics. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 24, 513–528. doi:10.1080/10511970.2013.876474
   Google Scholar
• Zhao, P., & Johnson, G. (2012). A theoretical framework of self-regulated learning with web-based technologies. In P. Resta (Ed.), Proceedings of Global TIME 2012 (pp. 163–168). Waynesville, NC: AACE. Retrieved from http://www.editlib.org/p/39417
   Google Scholar
• Zhu, C. (2012). Providing formative feedback to students via emails and feedback strategies based on student metacognition. Reflecting Education, 8, 78–93. Retrieved from http://www.reflectingeducation.net
   Google Scholar