Feedback plays a central role in a wide range of learning models and theories. When students engage in active learning processes, such as written case analyses and projects, presentations, and discussions, instructors have the opportunity to provide them with constructive developmental feedback on their progress toward achieving course learning goals. Instructors also have the opportunity to give them feedback on the way they learn, or self-regulated learning. This article presents an integrated model of feedback for both course content and self-regulated learning, showing where difficulties occur in the progress toward achieving the learning goals through the feedback.



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