Effect of peer feedback supported by monitoring technologies on self-regulated learning

Abstract

One of the main challenges in higher education continues to be promoting self-regulated learning and the competence of learning to learn. Peer feedback could be a strategy that contributes to self-regulation, but pedagogical designs are needed to help students understand how to improve their learning processes, and technology can play a significant role in achieving this purpose. The aim of this study is to analyze the effects of implementing a complex and iterative task designed to stimulate self-regulation, subjected to two cycles or loops of peer feedback, and conducted online with the support of monitoring technologies. The results of the experience, conducted with students in the Primary Education University Degree, show an increase in self-regulated learning for all, particularly associated with the task, and especially for those who used digital monitoring technologies. Consequently, the benefits and challenges of using digital monitoring technologies in the development of self-regulated learning are discussed.