Supporting Student Self-Regulated Learning via Digitally Enhanced Feedback Workshops - Volume 11 - Issue 4

Oct 15, 2026

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Current educational research emphasizes equipping students to be active participants in their own learning, yet learners often lack the metacognitive skills required for Self-Regulated Learning (SRL). Feedback is central, but it can generate dissatisfaction for both students and educators due to gaps in how students understand feedback and insufficient dialogue. The paper develops a methodology for digitally enhanced feedback workshops and evaluates it through four workshops with engineering and business students at a UK university. Results show improved understanding and effective use of feedback.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Abstract

Introduction

Self-Regulated Learning and Metacognition

Metacognition

Assessment and Feedback

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | 2023: VOLUME 11 ISSUE 4 DOI: 10.18260/3-1-1153-36051 Supporting Student Self-Regulated Learning via Digitally Enhanced Feedback Workshops DANIEL L. DONALDSON MOHAMED SAMRAPANAGIOTA AXELITHIOTI LEWIS PARRY KAMILYA SULEYMENOVA DONNA DAWKINS DANIEL M. ESPINO AZIZA MAHOMED CARL ANTHONY University of Birmingham Birmingham, UK ABSTRACT Current educational research demonstrates the importance of equipping students to be active participants in their own learning. However, more work is needed to provide students with the metacognitive skills necessary to engage in Self-Regulated Learning (SRL) . Feedback is a crucial component of the learning process and can be used by students to develop these skills but remains a source of dissatisfaction for students and educators. We contend that this is a result of a gap in students’ understanding of the feedback process and the lack of dialogue between students and educators. This paper presents a methodology to conduct a feedback workshop as a means to improve the feedback experience while equipping students with the metacognitive skills needed to facilitate SRL. The methodology was evaluated in four workshops conducted with students from engineering and business at a university in the United Kingdom. In each workshop (excluding the pilot) students were requested to complete pre and post-workshop questionnaires and there was also opportunity for group discussion and reflection. Results demonstrate the potential benefits of such workshops in deepening the student understanding of the process and use of feedback. Key words: digital feedback; metacognitive learning; self-regulated learning strategies 12 2023: VOLUME 11 ISSUE 4 ADVANCES IN ENGINEERING EDUCATION Supporting Student Self-Regulated Learning via Digitally Enhanced Feedback Workshops INTRODUCTION As students begin to play a more active role in their learning experience, their metacognition, ability to self-assess, and understanding of the role of feedback are critical to their ability to regulate their own learning (Andrade, 2019) . In order for students to grow in these abilities, training can be beneficial (Rahimi, 2013) . An essential component of this process is students’understanding and perception of the feedback process. We contend that enhancing students’ability to give and receive effective feedback supports their metacognition and ability for Self-Regulated Learning (SRL) . Self-Regulated Learning and Metacognition One of the major challenges for education is providing a suitable environment where students can develop the ability to learn independently to sustain a journey of life-long learning (Baas, Castelijns, Vermeulen, Martens, & Segers, 2015; Boekaerts, 1999) . Zimmerman (2008) further describes this ability as the degree to which students are metacognitively, motivationally, and behaviorally active participants in their own learning process, what we term in this paper as SRL. Zimmerman (2008) maps SRL into three sequential stages: forethought, performance, and self-reflection. The forethought stage is where students analyze the task, set goals, and plan their learning activities. Within the same stage, students tend to determine the task interest/value and set the task outcome expectations (i.e. self-motivation beliefs) . In the second stage, while performing a task, students control their progress and observe the efficiency of the tactics they are following. In the final stage, students evaluate their overall performance in terms of the expected outcome and the followed learning strategies and tactics (i.e. metacognitive skills) . In an ideal SRL process, self-reaction follows that determines the student level of satisfaction. Metacognition is an important component of the SRL model and involves “the knowledge and regulation of one’s own cognitive (or thinking)

FAQs

Why are digitally enhanced feedback workshops proposed for SRL?

They address students’ limited metacognitive understanding of the feedback process and improve dialogue between students and educators, supporting SRL.

How does the methodology evaluate the workshop approach?

Four workshops (excluding a pilot) collect pre- and post-workshop questionnaire responses and include opportunities for group discussion and reflection.

What framework does the paper use to describe SRL?

It follows Zimmerman’s model with three sequential stages: forethought, performance, and self-reflection, supporting metacognitive and self-assessment activities.

Oct 15, 2026

Uploaded by Đào