Effects of Feedback on Learning Strategies in Learning Journals: Learner-Expertise Matters

Julian Roelle, Kirsten Berthold and Stefan Fries
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Julian Roelle: University of Bielefeld, Germany
Kirsten Berthold: University of Bielefeld, Germany
Stefan Fries: University of Bielefeld, Germany

International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 2011, vol. 1, issue 2, 16-30

Abstract: Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Date: 2011
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