The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System

In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy could be effective in improving students' self-efficacy and course satisfaction in a blended learning context. Standard volitional messages were constructed and—along with traditional feedback content (knowledge of results and knowledge of correct response)—distributed to a large undergraduate class in China. Sixty-seven freshmen participated in this pure experimental study. Results indicated that students' learning self-efficacy and course satisfaction were significantly correlated. In addition, participants who received the knowledge of correct response plus volitional messages (KCR+V) showed greater course satisfaction than those who received other types of feedback messages. No significant difference emerged in self-efficacy. Future research directions are discussed.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Curriculum and Instruction

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2011

Author dc:creator

• Wang, Wei

Chair dc:contributor.committeechair

• Burton, John K.

Committee members dc:contributor.committeemember

• Moore, David M.
• Potter, Kenneth R.
• Lockee, Barbara B.

• Volition
• Feedback
• satisfaction
• Self-efficacy

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-09302011-082401

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/29149