The document summarizes a study that examined the effects of two types of feedback - normative feedback and self-referenced feedback - on students' motivation, punctuality, and essay lengths in an online learning environment. The study used a cross-over design to provide the two types of feedback to students in alternating halves of an online course. Questionnaires were administered before, after, and at the end of the course to measure students' motivation goals, interest, and academic performance. The results did not support the hypotheses but some trends were observed. Limitations of the study included a weak treatment, small sample size, and complex analysis. The study provided an experimental application of motivation theory to online learning and insight into using feedback mechanisms.
1. The Effects of Normative and Self-Referenced Feedback on Students’ Motivation, Punctuality, and Essay Lengths in Online Learning Environments Tae Seob Shin EPET, CEPSE [email_address]
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