Maurish Sofie Rahmi Batita, Punaji Setyosari, Dedi Kuswandi, Saida Ulfa
The importance of learners enhancing their self-regulation skills during the learning process has been emphasized by numerous studies. The provision of online feedback prompts learners to direct and monitor their own learning. Nevertheless, the advent of technology has shifted the ways of interaction between teachers and learners. This research aims to examine the provision of personalized online corrective feedback using digital annotation by employing a PDF annotation plugin in the university-based learning management system (LMS) Moodle. The research was carried out over 16 weeks, involving learners completing two individual assignments and a collaborative project. Subsequently, teachers utilized corrective annotation tools to stimulate learners' revision and enhancement. This study aims to investigate how learners enhance self-monitoring, evaluation, and reflection on their task submissions. Both a descriptive quantitative and qualitative approach using questionnaires were used to identify 40 undergraduate participants in this study. The findings indicate a positive perception and the potential to incorporate annotated online corrective feedback into teaching and learning activities. © 2024 Copyright held by the owner/author(s).
Department of Educational Technology, Universitas Negeri Malang, Information Technology Education, Faculty of Computer Science, Universitas Brawijaya, Indonesia; Department of Educational Technology, Universitas Negeri Malang, Indonesia