ABSTRACT
This chapter discusses feedback as part of a model of self-regulating systems in learning and teaching, and illustrates how elaborate and effective feedback can be provided in e-learning environments. From the constructivist perspective, learners construct new knowledge by cognitively elaborating new information and by reconciling data gained through their own observation and experimentation, as well as through feedback from teachers, with previously held views. Similarly, teachers can also be thought of as course designers who function as self-regulating systems. They construct new task and feedback structures in a process that involves elaboration and experiments, as well as reconciliation of previously held views with information they gather from data provided by learners’ actions and performance.
