Effects of short-term video-based interventions and instructions on teachers’ feedback skills to support students’ self-regulated learning
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It was investigated whether teachers’ feedback skills to support students’ self-regulated learning (SRL) can be improved by short-term video-based interventions and/or direct instructions that were adapted to a SRL framework. Forty pre-service and 40 in-service teachers were assigned to a video + instruction or an instruction-only condition. Highest improvements were expected for the combination of the two interventions. However, results indicated that functional feedback to support SRL benefited most from instruction-only, while the reduction of dysfunctional feedback was highest in the video + instruction condition. The findings have practical implications for the design of interventions to improve teachers’ feedback skills.
KeywordsImproving teachers’ feedback skills Video-based interventions Text−/picture comprehension
I would like to thank Dr. Eva Christophel and Dr. Nora Heyne for supporting the production of the video vignettes and the data collection.
Compliance with ethical standards
Prior to the study, all participants were informed about the aims of the study, methods, sources of funding, any possible conflicts of interest, and institutional affiliations of the researchers. All subjects participated voluntarily. According to the Declaration of Helsinki, written informed consent was obtained from all participants and the experimental procedures were approved by the local ethics committee. In addition, for the students displayed in the video vignettes, consent was also obtained from their parents and only the students who had returned the written agreement of their parents were video-taped.
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