Work

Supporting learning from text: A meta-analysis on the timing and content of effective feedback

Year: 2019

Type: review

Study designs: Systematic Review, Meta-Analysis

Abstract: The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6,124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed.

Source: Educational Research Review

DOI: 10.1016/j.edurev.2019.100296

Authors: Elise K. Swart, Thijs M.J. Nielen, Maria T. Sikkema - de Jong

Institution: Leiden University

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,050