The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System

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dc.contributor.authorWang, Weien
dc.contributor.committeechairBurton, John K.en
dc.contributor.committeememberMoore, David M.en
dc.contributor.committeememberPotter, Kenneth R.en
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2014-03-14T20:16:56Zen
dc.date.adate2011-10-17en
dc.date.available2014-03-14T20:16:56Zen
dc.date.issued2011-08-30en
dc.date.rdate2011-10-17en
dc.date.sdate2011-09-30en
dc.description.abstractIn 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.en
dc.description.degreePh. D.en
dc.identifier.otheretd-09302011-082401en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09302011-082401/en
dc.identifier.urihttp://hdl.handle.net/10919/29149en
dc.publisherVirginia Techen
dc.relation.haspartWang_Wei_D_2011.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectVolitionen
dc.subjectFeedbacken
dc.subjectsatisfactionen
dc.subjectSelf-efficacyen
dc.titleThe Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment Systemen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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