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Fernández-Toro, Maria and Hurd, Stella
(2014).
DOI: https://doi.org/10.1080/01587919.2014.891434
Abstract
In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it.
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About
- Item ORO ID
- 40204
- Item Type
- Journal Item
- ISSN
- 1475-0198
- Project Funding Details
-
Funded Project Name Project ID Funding Body Not Set Not Set The Open University (OU) - Extra Information
- Title in attachment: Reacting to feedback on language learning tasks: A model of cognitive and affective engagement in independent learning contexts
- Keywords
- feedback; independent learning; adult learners; distance learning; identity; motivation
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS) - Research Group
- Language & Literacies
- Copyright Holders
- © 2014 Open and Distance Learning Association of Australia, Inc.
- Depositing User
- Maria Fernández-Toro