Paper Type
Complete
Paper Number
1412
Description
This study explores the impact of feedback literacy on self-regulated learning (SRL) among postgraduate students in a New Zealand university. Utilizing a reflective feedback practice through learning journals on the CANVAS learning management system, this research investigates whether nested assessment loops can enhance SRL through improved feedback literacy. The intervention involved peer-reviewed assessments within a dual-role course of fewer than 30 students. Qualitative thematic analysis of data from two iterations (2021 and 2022) reveals that enhanced feedback literacy significantly boosts students' control over their learning processes, thereby facilitating better self-regulation. The findings suggest that effective feedback mechanisms, integrated with SRL strategies and metacognitive skills, can transform educational environments, emphasizing the need for pedagogical shifts towards more personalized and adaptive learning frameworks
Recommended Citation
Perera Muthupoltotage, Udayangi and Gardner, Lesley A., "The Role of Feedback Literacy in Supporting Self-Regulated Learning: Insights from a Digital Innovation Class" (2024). PACIS 2024 Proceedings. 6.
https://aisel.aisnet.org/pacis2024/track20_general/track20_general/6
The Role of Feedback Literacy in Supporting Self-Regulated Learning: Insights from a Digital Innovation Class
This study explores the impact of feedback literacy on self-regulated learning (SRL) among postgraduate students in a New Zealand university. Utilizing a reflective feedback practice through learning journals on the CANVAS learning management system, this research investigates whether nested assessment loops can enhance SRL through improved feedback literacy. The intervention involved peer-reviewed assessments within a dual-role course of fewer than 30 students. Qualitative thematic analysis of data from two iterations (2021 and 2022) reveals that enhanced feedback literacy significantly boosts students' control over their learning processes, thereby facilitating better self-regulation. The findings suggest that effective feedback mechanisms, integrated with SRL strategies and metacognitive skills, can transform educational environments, emphasizing the need for pedagogical shifts towards more personalized and adaptive learning frameworks
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