You’ve Got Mail: A Technology-Mediated Feedback Strategy to Support Self-Regulated Learning in First-Year University Students

Authors

DOI:

https://doi.org/10.5204/ssj.2825

Keywords:

Self-regulated learning, Technology-mediated feedback, University students

Abstract

Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one strategy that may aid educators in supporting students’ SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students’ self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ); strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n = 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired-samples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; self-reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students’ SRL development for flipped classroom learning.

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Author Biographies

Isabella Sauchelli, University of South Australia

Isabella Sauchelli is a Tutor and Research Assistant at the University of South Australia. Isabella completed her Honours research project on self-regulated learning of first-year university students. From her own studying experiences and research assistant work, she is interested in helping new students transition to the independent nature of tertiary learning. Isabella intends to pursue a PhD in relation to student wellbeing and academic outcomes.

Georgina Heath, University of South Australia

Dr Georgina Heath, Program Director of Undergraduate Psychology at the University of South Australia. 

Amanda Richardson, University of South Australia

Dr Amanda Richardson is an Academic Developer at the University of South Australia. Amanda's PhD research explored predictors of first year student success; in particular the influence of students’ personal characteristics and their time use and the way these factors may influence both their academic and health outcomes during the first year. Amanda's other research interests include the first year experience, first year pedagogies, curriculum design (both online and on-campus) and student health and well-being more generally. 

Sally Lewis, University of South Australia

Dr Sally Lewis is a Senior Lecturer in Communication and Media with research interests in student engagement and communication. Sally is a former Director of Communication (Government) and Director of Marketing (Industry), and is the joint Program Director for the UniSA Marketing and Communication degree. She has been nationally recognised for her work in interdisciplinary student learning and has received a UniSA Citation for Outstanding Contributions to Student Learning. Sally is a HE Advance Senior Fellow (SFHEA) in recognition of attainment against the UK Professional Standards Framework for teaching and learning support in higher education.

Lisa-Angelique Lim, University of Technology Sydney

Dr Lisa-Angelique Lim is a Postdoctoral Research Fellow at the University of Technology Sydney. Lisa’s research lies at the intersection of learning analytics and student learning. Of particular interest is the impact of student-facing learning analytics reporting systems on students’ self-regulated learning processes and academic performance. Lisa is especially interested in how students interact with these socio-technical systems, to make decisions about their learning.

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Published

2024-02-27

How to Cite

Sauchelli, I., Heath, G., Richardson, A., Lewis, S., & Lim, L.-A. (2024). You’ve Got Mail: A Technology-Mediated Feedback Strategy to Support Self-Regulated Learning in First-Year University Students. Student Success, 15(1), 11–21. https://doi.org/10.5204/ssj.2825

Issue

Vol. 15 No. 1 (2024)

Section

Articles

License

Copyright (c) 2022 Isabella Sauchelli, Georgina Heath, Amanda Richardson, Sally Lewis, Lisa-Angelique Lim

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.