Description
During the COVID-19 pandemic period, teaching is shifted to purely online; learners’ autonomy is a salient factor to determine high quality learning. This project incorporates ‘autonomy support’ as the principle of designing a prototypical formative feedback schedule for enhancing learners' self-autonomy in their study. The IFFS will be implemented into 3 groups of students, the design features mutual dialogue, volitional engagement, self-monitoring, and reflection, it engages learners in various types of feedback that tie in the course assignment, in a virtual space. Evaluation of the project will be based on self-regulated learning, intrinsic goal orientation, perceived psychological needs satisfaction, and feedback orientation. The project shows an innovation in incorporating a psychological well-being perspective (autonomy support) into a formative feedback scheme which is primarily cognitive-oriented, it has potential contributions to make on teaching in higher education addressing cognition and emotion in promoting human flourishing on learners.
