Feedback as a promoter of self-regulated learning i n Higher Education: A case study of the IQ Learn technological tool.

The aim of our paper is to explore what kind of feedback a web-based tool gives to students and how this feedback promotes self-regulated learning. We also aim to find what kind of teacher roles are distinguished in a web-based tool. We have selected as an example of a web-based tool “IQ Learn” which has been developed in Finland to support students to develop their learning skills and strategies both in online and in face-to-face courses. Many researchers have focused on how to use web-based tools designed to enhance self-regulated learning. However little research exists focuse d on the kind of support students need when they are learning from these tools. As a result, this study case tells the self-regulation characteristics of the IQ Learn tutorial . In addition, some opinions from teachers and students about the feedback tool are gathered in order to better understand the kind of support offered by the teachers.