Providing constructive feedback on learning patterns: An individual learner’s perspective

Vincent Donche, Liesje Coertjens, Gert Vanthournout, Peter Van Petegem

Abstract


In order to decrease the growing drop-out and failure rates in first year higher education, institutions in Europe often organize learning skill training sessions, or provide feedback on student learning. In this study we question how students perceive the need for such initiatives or interventions and to what extent this is related to individual learner characteristics, such as their learning strategies and their sense of self-efficacy. 113 first-year students enrolled in a first year professional bachelor programme in a Belgian University College participated in this study. Results show that students have different preferences regarding to whether and how they want to change their learning patterns throughout the first year. For some students, external sources for feedback information are needed, such as the reliance on learner coaches, while other students prefer more internal sources and self- improvement. Students’ sense of self-efficacy, as well as the way they regulate their own learning, is associated with these preferences for learning pattern feedback. Neglecting these associations, when setting up one-for-all learning pattern feedback initiatives, seems not to be a good option and might result in negative friction for some learner groups. Particularly for those students more at risk, the results indicate that external and not internal sources for learning pattern feedback are preferred.

Full Text: PDF

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

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