Measuring self-regulated e-feedback, study approach and academic outcome of multicultural university students

This empirical study of multicultural university students uses an interdisciplinary model to measure how self-regulated e-feedback, as part of e-learning study approaches, impacts their academic outcome. Domestic culture comprised only 5% of total sample size (n = 546). While contemporary object-oriented learning management and virtual classroom software were used to deliver the e-learning, the focus of this study was entirely on explaining how e-feedback (reflected in study approach) and cultural background impacted grade. Multiple research methods were applied to create a structural equation model regression solution that was statistically significant and a good fit. Four factors dominated the model in predicting higher multicultural student outcome: collectivist and risk-taking cultural dispositions, along with deep as well as strategic study approaches. Qualitative reflections on the e-feedback suggest a synergistic e-learning design idea that leverages the dominant study approaches and student cultures.