Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately |
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| Affiliation: | 1. Duke University, United States;2. University of Texas at El Paso, United States;1. Columbia University, United States;2. Boston College, United States;1. Department of Psychology, University of Munich, Leopoldstrasse 13, 80802 Munich, Germany;2. University College Dublin, School of Psychology, Newman Building, Belfield, Dublin 4, Ireland;3. University of California at Los Angeles, Department of Psychology, 1285 Franz Hall Box 951563, Los Angeles, CA 90095-1563, USA;4. University of Rochester, Department of Clinical and Social Sciences in Psychology, 488 Meliora Hall, Rochester, NY 14627, USA;5. Bournemouth University, Department of Psychology, Poole House P116, Talbot Campus, Fern Barrow, Poole BH12 5BB, United Kingdom;1. Washington University in St. Louis, United States;2. Fort Zumwalt School District, United States |
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| Abstract: | Educators and researchers who study human learning often assume that feedback is most effective when given immediately. However, a growing body of research has challenged this assumption by demonstrating that delaying feedback can facilitate learning. Advocates for immediate feedback have questioned the generalizability of this finding, suggesting that such effects only occur in highly controlled laboratory settings. We report a pair of experiments in which the timing of feedback was manipulated in an upper-level college engineering course. Students practiced applying their knowledge of complex engineering concepts on weekly homework assignments, and then received feedback either immediately after the assignment deadline or 1 week later. When students received delayed feedback, they performed better on subsequent course exams that contained new problems about the same concepts. Although delayed feedback produced superior transfer of knowledge, students reported that they benefited most from immediate feedback, revealing a metacognitive disconnect between actual and perceived effectiveness. |
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| Keywords: | Immediate feedback Delayed feedback Transfer Learning Classroom |
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