Title page for ETD etd-09302011-082401

Type of Document Dissertation
Author Wang, Wei
Author's Email Address wwang06@vt.edu
URN etd-09302011-082401
Title The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System
Degree PhD
Department Curriculum and Instruction
Advisory Committee
Advisor Name Title
Burton, John K. Committee Chair
Lockee, Barbara B. Committee Member
Moore, David Michael Committee Member
Potter, Kenneth R. Committee Member
  • Volition
  • Feedback
  • satisfaction
  • self-efficacy
Date of Defense 2011-08-30
Availability unrestricted
In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy could be effective in improving students’ self-efficacy and course satisfaction in a blended learning context. Standard volitional messages were constructed and—along with traditional feedback content (knowledge of results and knowledge of correct response)—distributed to a large undergraduate class in China. Sixty-seven freshmen participated in this pure experimental study. Results indicated that students’ learning self-efficacy and course satisfaction were significantly correlated. In addition, participants who received the knowledge of correct response plus volitional messages (KCR+V) showed greater course satisfaction than those who received other types of feedback messages. No significant difference emerged in self-efficacy. Future research directions are discussed.
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