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Towards an understanding of feedback for self-regulated learning using a technology-enhanced feedback system
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Type
Thesis
Author
Muhammad Cassim Mahmud Munshi
Supervisor
Tan, Kelvin, 1967-
Abstract
This thesis reports on a study that sought to examine how feedback practices can support the development of students’ competencies for self-regulated learning (SRL), using a technology enhanced feedback (TEF) system. This thesis may be summarised into three main parts.
The first part scopes the study. It makes an argument for the important role that dialogic feedback practices can play in developing competencies for SRL, and considers the use of technological systems to facilitate feedback practices. This thesis then reviews TEF research and then identifies several pointers for conducting a study within this field. Thereafter, a review of the empirical literature reporting on SRL outcomes using TEF systems is conducted. The results of this review include the identification of several categories of SRL actions, several approaches of feedback practices, and some of the relationships between them. These are then discussed in consideration of the earlier arguments made in this thesis for SRL and dialogic feedback practices. An overarching research question for this study is then identified, seeking answers as to how students engage in SRL as they interact with a TEF system.
The second part describes the conduct of this study. It begins with an unpacking of the overarching research question into three specific research questions. These seek to uncover students’ perceptions, their actions, and notable associations between actions and perceptions, in order to derive answers to the overarching research question. A case is then made for adopting a constructivist grounded theory research methodology in order to answer these three questions. This thesis then describes the background of the researcher conducting this study, including his prior experiences in engineering and in education. The TEF system used in this study is also introduced, and is then evaluated for its plausibility in facilitating dialogic feedback processes. After identifying the population being studied, the procedures used in collecting and analysing the data are then described.
The third part presents the findings of this study and then discusses these findings in terms of how they contribute to the extant literature, as well as their implications for education policy and practice. These findings include five categories of students’ perceptions, five categories of students’ actions, as well as six associations between these perceptions and actions. These categories are described and supplemented with quotes from the interview transcripts. Through these findings, a grounded theory is constructed as an answer to the overarching research question. This grounded theory, named in this thesis as the Dialogic Engagement-Detachment Theory, explains that in order to understand students’ engagement in SRL as they interact with a TEF system, it is important to look at not only how objective they are in interacting with the feedback, but also how conscious they are of being detached from anything other than the immediate learning engagement. These findings and the newly constructed grounded theory are then discussed alongside extant work in the field of TEF systems, feedback and SRL, and subsequently used to make recommendations for education policy and practice.
The first part scopes the study. It makes an argument for the important role that dialogic feedback practices can play in developing competencies for SRL, and considers the use of technological systems to facilitate feedback practices. This thesis then reviews TEF research and then identifies several pointers for conducting a study within this field. Thereafter, a review of the empirical literature reporting on SRL outcomes using TEF systems is conducted. The results of this review include the identification of several categories of SRL actions, several approaches of feedback practices, and some of the relationships between them. These are then discussed in consideration of the earlier arguments made in this thesis for SRL and dialogic feedback practices. An overarching research question for this study is then identified, seeking answers as to how students engage in SRL as they interact with a TEF system.
The second part describes the conduct of this study. It begins with an unpacking of the overarching research question into three specific research questions. These seek to uncover students’ perceptions, their actions, and notable associations between actions and perceptions, in order to derive answers to the overarching research question. A case is then made for adopting a constructivist grounded theory research methodology in order to answer these three questions. This thesis then describes the background of the researcher conducting this study, including his prior experiences in engineering and in education. The TEF system used in this study is also introduced, and is then evaluated for its plausibility in facilitating dialogic feedback processes. After identifying the population being studied, the procedures used in collecting and analysing the data are then described.
The third part presents the findings of this study and then discusses these findings in terms of how they contribute to the extant literature, as well as their implications for education policy and practice. These findings include five categories of students’ perceptions, five categories of students’ actions, as well as six associations between these perceptions and actions. These categories are described and supplemented with quotes from the interview transcripts. Through these findings, a grounded theory is constructed as an answer to the overarching research question. This grounded theory, named in this thesis as the Dialogic Engagement-Detachment Theory, explains that in order to understand students’ engagement in SRL as they interact with a TEF system, it is important to look at not only how objective they are in interacting with the feedback, but also how conscious they are of being detached from anything other than the immediate learning engagement. These findings and the newly constructed grounded theory are then discussed alongside extant work in the field of TEF systems, feedback and SRL, and subsequently used to make recommendations for education policy and practice.
Date Issued
2020
Call Number
BF319.F4 Muh
Date Submitted
2020