Leah Parsons Simpson 1 , Mikael Jones 2 , Stacy Taylor 2 Show Affiliations »
Abstract
OBJECTIVE: Autonomy-support and quality feedback have been shown to significantly impact student learning. Unfortunately, quality feedback is often very time consuming. The goal of this study was to examine the autonomy-supportive potential from feedback provided via technology, specifically the ExamSoft Strength and Opportunities report. METHODS: Students were divided into two groups: one received enhanced performance feedback via the ExamSoft Strength and Opportunities report, the other received traditional grade-only feedback in the form of grades and course averages, via ExamSoft. The Learning Self-Regulation Survey (SRQ-L) was administered to 139 third-year doctor of pharmacy students. The survey contained 14 statements asking students to rate their reasons (relative autonomy) for reviewing ExamSoft feedback, three items related to use of the ExamSoft technology, and five demographic items. RESULTS: A statistical difference, t(52) = -2.07, p =0.043; d = .577, was reported between the two groups indicating enhanced feedback via ExamSoft had a moderate impact on students' autonomy. CONCLUSIONS: Students who received enhanced ExamSoft feedback reported significantly higher relative autonomy index (RAI) for feedback review than students who did not receive the feedback. This suggests that the enhanced ExamSoft feedback was autonomy-supportive. © University of Minnesota Libraries Publishing.
OBJECTIVE: Autonomy-support and quality feedback have been shown to significantly impact student learning. Unfortunately, quality feedback is often very time consuming. The goal of this study was to examine the autonomy-supportive potential from feedback provided via technology, specifically the ExamSoft Strength and Opportunities report. METHODS: Students were divided into two groups: one received enhanced performance feedback via the ExamSoft Strength and Opportunities report, the other received traditional grade-only feedback in the form of grades and course averages, via ExamSoft. The Learning Self-Regulation Survey (SRQ-L) was administered to 139 third-year doctor of pharmacy students. The survey contained 14 statements asking students to rate their reasons (relative autonomy) for reviewing ExamSoft feedback, three items related to use of the ExamSoft technology, and five demographic items. RESULTS: A statistical difference, t(52) = -2.07, p =0.043; d = .577, was reported between the two groups indicating enhanced feedback via ExamSoft had a moderate impact on students' autonomy. CONCLUSIONS: Students who received enhanced ExamSoft feedback reported significantly higher relative autonomy index (RAI) for feedback review than students who did not receive the feedback. This suggests that the enhanced ExamSoft feedback was autonomy-supportive. © University of Minnesota Libraries Publishing.
Entities: Chemical
Keywords:
ExamSoft; Feedback; Motivation; Self-Determination Theory
Year: 2018
PMID： 34007704 PMCID： PMC6438561 DOI： 10.24926/iip.v9i2.984
Source DB: PubMed Journal: Innov Pharm ISSN： 2155-0417