Providing formative feedback to students via emails and feedback strategies based on student metacognition

Chang Zhu

Abstract


This research focuses on studying students’ preferences of formative feedback strategies and the effects of teachers’ formative feedback on student learning. Electronic feedback has the advantage of providing timely and individualised feedback. Participants in this study were third-year undergraduate students (n=109) studying Business Management at a university in Beijing, China. In order to measure students’ metacognition and their preferred feedback strategies, a questionnaire was administered to participants. In addition, teacher feedback via emails and communications between the teacher and the students were collected for analysis. The results show that students with high and low metacognition reported a different level of preferences for feedback strategies. The results show that teachers’ formative feedback was appreciated by students, and promoted student learning.

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Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082

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