Enhancing self-regulated learning through using written feedback in higher education

Feedback is considered to be a key component in teacher activity for the reflective construction of knowledge.

This paper aims to analyse the feedback provided by lecturers in order to enhance students’ self-regulation of their learning. The methods used consisted in the analysis of the content of feedback and questionnaires administered to students and lecturers. The results show that most of the feedback provided by lecturers is close to that of feedforward. Students evaluate this feedback in a very positive way, as they consider it to be useful when working through the content. It also makes them more aware of the competencies that they should reach.