Feedback and Self-Regulated Learning: A Theoretical Synthesis (Butler & Winne, 1995)

Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245 -281. doi:10.3102/00346543065003245 ´╗┐This article provides an analysis of cognitive processes involved in self-regulation and reviews several interesting areas of research, including affect and its relation to persistence during self-regulation; the role of self-generated feedback … Continue reading

Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia (Moreno, 2004)

Moreno, R. (2004). Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia. Instructional Science, 32(1), 99-113. This paper investigated the guided feedback hypothesis, which states that in discovery learning environments, explanatory feedback (EF) is superior to corrective feedback (CF) in guiding novice learners. Two experiments, conducted with a botany … Continue reading