Learners' Deep and Surface Processing of the Instructor's Feedback: Motivational and Epistemological Perspectives

• In Event: 52.027 - Fostering Deep Learning in Problem-Solving Contexts Through Effective Design of Learning Environments With Technology Support

Abstract

Purposes
The purposes of this study were to investigate, in a project-based learning environment, (a) the relationship between students’ cognitive processing of instructor’s feedback and two motivational and epistemological constructs, and (b) students’ deep and surface cognitive processing of instructor’s feedback.

Theoretical framework
Feedback is the provision of information by an agent regarding one’s performance or understanding (Hattie & Timperley, 2007). Past studies mainly focused on examining how feedback affected the product, rather than processes, of learning (e.g., Shute, 2008). The issue of deep and surface learning is a meaningful angle to examine students’ processing of feedback. Past research has mostly focused on identifying key features of deep and surface learning, such as generative thinking, nature of explanations, asking questions, metacognitive activities, and approach to tasks (Chin & Brown, 2000). Overall, deep learning involves active engagement by relating ideas, looking for patterns and principles, using evidence, examining the logic, and monitoring understanding while surface learning involves passive coping with tasks, shallow processing of information and unable to relate segments (Chin & Brown, 2000; Entwistle, 2000).

Researchers have pointed out the potential impact of motivational and epistemological factors such as epistemic beliefs (EB) and need for closure (NFC) on deep and surface learning (Chin & Brown, 2000), but the research in this area is very limited (e.g., DeBacker & Crowson, 2006). Additionally, little is known about how the depth of learning is exhibited in students’ processing of feedback. EB represents individuals’ beliefs about the nature of knowledge and knowing (Hofer & Pintrich, 1997). NFC is the desire for a firm answer to a question to avoid any forms of ambiguity (Kruglanski & Webster, 1996).
 
Methods
The study employed a mixed-method approach. Nineteen college students were recruited from an online cross-level instructional technology course involving a multi-stage real-world project. After completing the project, the students completed two instruments: a 27-item Discipline-Focused Epistemic Beliefs Questionnaire (Hofer, 2000) and a 15-item NFC survey (Roets & Van Hiel, 2011). Students’ EB and NFC scores were averaged and ranked; three representative cases were identified while the fourth one was absent from the data (Table 1). The three students’ responses to instructor’s three rounds of feedback were subsequently analyzed. Open and axial coding was applied to characterize themes emerged from each case.

Results
The three cases were characterized by deep, surface, and mixed processing. Table 2 provides further details about the three levels of feedback processing, and how EB and NFC might connect to students’ processing of feedback in a project-based online course.

Significance of the study
This study revealed some features of students’ deep and surface processing of instructor’s feedback, which is often under-studied. It also pointed to potential motivational and epistemological antecedents underlying different levels of feedback processing. An important contribution of this study is characterizing different levels of processing beyond the dichotomy of deep and surface learning a project-based online course.

Authors

• Kun Huang, Mississippi State University

• Xun Ge, University of Oklahoma

• Victor Law, University of New Mexico