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

Sauchelli, I; Heath, G; Richardson, A; Lewis, S; Lim, LA

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

Sauchelli, I Heath, G Richardson, A Lewis, S Lim, LA

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Publisher:: QUEENSLAND UNIV TECHNOLOGY
Publication Type:: Journal Article
Citation:: Student Success, 2024, 15, (1), pp. 11-21
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Sauchelli, I
dc.contributor.author	Heath, G
dc.contributor.author	Richardson, A
dc.contributor.author	Lewis, S
dc.contributor.author	Lim, LA
dc.date.accessioned	2025-04-07T05:34:01Z
dc.date.available	2025-04-07T05:34:01Z
dc.date.issued	2024-01-01
dc.identifier.citation	Student Success, 2024, 15, (1), pp. 11-21
dc.identifier.issn	2205-0795
dc.identifier.issn	2205-0795
dc.identifier.uri	http://hdl.handle.net/10453/186755
dc.description.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. Pairedsamples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; selfreported 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.
dc.language	English
dc.publisher	QUEENSLAND UNIV TECHNOLOGY
dc.relation.ispartof	Student Success
dc.relation.isbasedon	10.5204/ssj.2825
dc.rights	info:eu-repo/semantics/openAccess
dc.title	You've Got Mail: A Technology-Mediated Feedback Strategy to Support Self-Regulated Learning in First-Year University Students
dc.type	Journal Article
utslib.citation.volume	15
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)
pubs.organisational-group	University of Technology Sydney/DVC (Education and Students)/Teaching Learning and Curriculum Unit
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2025-04-07T05:33:59Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	15
utslib.citation.issue	1

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. Pairedsamples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; selfreported 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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http://hdl.handle.net/10453/186755