Self-Regulation and Feedback in an Educational Statistics Course

Main Article Content

Amanda S Williams

Abstract

The purpose of the study was to evaluate the effects of feedback timing and quality on student self-regulatory behavior.  Using a non-equivalent control-group design, students were assigned to either an immediate-detailed or delayed-grade-only feedback condition within the online statistics homework program, Aplia.  The groups were then compared on levels of self-regulation and ratings of perceived homework effectiveness.  Results indicate no significant differences between groups. Implications and the need for updated and more context specific measurements are discussed.  

Keywords: online homework; self-regulation; Aplia; graduate student; statistics course

Article Details

How to Cite
Williams, A. (2018). Self-Regulation and Feedback in an Educational Statistics Course. Journal of Teaching and Learning With Technology, 7(1), 25-42. https://doi.org/https://doi.org/10.14434//jotlt.v7n1.23343
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Articles
Author Biography

Amanda S Williams, Texas Tech University

Assistant Professor of Practice in the College of Education, Dept. of Educational Psychology and Leadership, Texas Tech University since 2001