The effects of feedback in the implementation of web-mediated self-regulated learning

Many vocational students in Taiwan have been used to a "spoon-feeding" teaching method since they were children. They are used to following their school's and teachers' arrangements for their learning. Consequently, they usually lack the ability to manage their time and regulate their learning. If these students were to participate in an online or blended course without regulative learning habits, it may result in dissatisfactory and ineffective learning performance. In this work, two blended classes were studied and compared, one a class deploying feedback in the implementation of Web-mediated SRL and the other without. The results show that the feedback did not result in statistically significant differences in students' computing skills and their pass rate on professional certification tests. The potential reasons for the nonsignificant results and some implications of this study are discussed.