Different Feedback Forms Under Cooperative Learning Situation:Effects On College Students' Learning Motivation And Achievement

In today's society,the development of communications has added a lot of convenience to our lives,but at the same time,it has virtually increased the distance between people.In the 21st century citizens get various challenges.The purpose of education is to cultivate diversified abilities of social citizens,including the ability to cooperate with others.As a successor in social construction,it's important to learn how to cooperate for college students in their lives and learning.In college education,teachers are also trying to diversify their teaching methods.Among many different types of teaching methods,cooperative learning is widely used in teaching.However,high-quality cooperative learning is difficult in real classrooms,and it is also a challenge for teachers.Similarly,the use of feedback in colleges is also very common,but students are not very satisfied with the feedback.When students are not aware of the gap between themselves and their goals,it is difficult to use feedback as part of their own learning.In past cooperative learning studies,we focused on exploring how to effectively cooperate from the student level,while separate teachers from students.In previous feedback studies,we focued on the effect of feedback,and there was less empirical research on the type of feedback.Therefore,it is necessary to do the study that combines the cooperative learning and feedback,then explore which effects different feedback forms have on students' learning motivation and achievement under the environment of cooperative learning situation.This study is to explore which effects different feedback forms have on students' learning motivation and achievement under the cooperative learning situation.In the modern educational technology application course we used heterogeneous grouping method to divide the 41 free normal students into five big groups,namely'No feedback group','Task+individual feedback group','Task+group feedback group','Self+individual feedback group' and 'Self+group feedback group'.Using the MSLQ Motivation Questionnaire to investigate the students' learning motivation before and after the experiment,after a period of experiment,we get the following conclusions:1.Under cooperative learning situation,learning motivation in each group has different improvement.2.Self+individual feedback can maximally enhance students' learning motivation.3.Self+individual feedback group and Task+group feedback group's mark of cooperative tasks are better than other groups.4.Self+individual feedback group's mark is better than other groups.