Andere Kunden interessierten sich auch für
![The Effectiveness of Problem-Based Learning Strategy in STEM Education]( "The Effectiveness of Problem-Based Learning Strategy in STEM Education")
The Effectiveness of Problem-Based Learning Strategy in STEM Education36,99 €![Computer-mediated Feedback and L2 Grammar Learning]( "Computer-mediated Feedback and L2 Grammar Learning")
Computer-mediated Feedback and L2 Grammar Learning32,99 €![The Role of Feedback in Developing EFL Students' Writing Skills]( "The Role of Feedback in Developing EFL Students' Writing Skills")
The Role of Feedback in Developing EFL Students' Writing Skills42,99 €![The role of peer feedback in Higher Education Institutions in Fiji]( "The role of peer feedback in Higher Education Institutions in Fiji")
The role of peer feedback in Higher Education Institutions in Fiji36,99 €![The Effect of Communication Strategy Use on Jordanian EFL Learners' Oral Performance]( "The Effect of Communication Strategy Use on Jordanian EFL Learners' Oral Performance")
The Effect of Communication Strategy Use on Jordanian EFL Learners' Oral Performance42,99 €![An Active Learning Strategy Model Using Religious Drama]( "An Active Learning Strategy Model Using Religious Drama")
An Active Learning Strategy Model Using Religious Drama50,99 €![Scholastic journalism in the digital era]( "Scholastic journalism in the digital era")
Scholastic journalism in the digital era26,99 €
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. 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 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 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.