Review by: Park, Jonghwi (2005-08-08)

This article investigates the effects of reflection prompts and tutor feedback on the development of students’ self-regulated learning competence (SRLC) in a web-based learning environment.

Based on a review of the literature, the authors developed a SRLC map, which provides a schematic overview of SRLC by decomposing its constituent processes and elements into a three-layered hierarchical structure. The map provides a sound understanding of the knowledge and skills needed to acquire SRLC and is used to design the reflection prompts in the study.

The authors hypothesized that the quality of student reflection, an important factor in developing their SRLC, would be affected by both internal factors such as metacognitive skills and external factors such as feedback and interaction with tutors. To test this hypothesis they set up 2x2 factorial pretest-posttest study in which 42 Dutch university students were randomly assigned to one of four groups that were provided with either self-regulation prompts (SRP, based on the SRLC map) or unrelated placebo regulation prompts (PRP) and with or without tutor feedback. The dependent variables are 1) the development of SRLC measured by the Inventory of Learning Style (ILS), a self-report questionnaire; 2) learning performance; and 3) student appreciation of the activities measured by a five-point Likert scale. The study task was delivered through the Open University’s Study Net, a web-based learning environment.

MANCOVA results showed 1) a main effect for tutor feedback but none for reflection prompts on the development of SRLC, 2) no significant main effect of either interventions or an interaction effect on learning performance, 3) significant positive effects for both interventions on student appreciation. Interestingly, with respect to student appreciation students receiving SRP without tutor feedback evaluated the prompts as more disturbing than those receiving SRP with tutor feedback.

In conclusion, the authors provide a perspective for further research into the superiority of relevant prompts to irrelevant prompts in longer lasting settings where prompts and feedback are embedded in broader courses.

This article supports certain conclusions by Weinberger et al, 2004. Both articles conclude that prompts should be designed with adequate degrees of freedom to allow students to reflect on their own learning processes. Another interesting part in this article is the SRLC map that the authors developed. This map will provide researchers interested in the development of SRLC with a helpful reference to its fine-grained decomposition.