Do Not Forget Continuous Feedback in a Flipped Classroom

• In Event: 42.032 - Technology Experiences That Cognitively and Metacognitively Engage Learners

Abstract

This present study investigates the impact of providing feedback (FB) on guiding questions (GQ) in the online component of a flipped classroom (FC) design. Participants were second year students enrolled in the “Invertebrates” courses (n=104) at the School of Education in CanTho University (Vietnam), divided into two learning conditions: (1) With extra-feedback (WEF, n=52) and (2) No extra-feedback (NEF, n=52). Findings show a significant difference in learning performance. Students studying in WEF-condition achieve higher learning outcomes as compared to students in the NEF condition. In addition, significant changes were observed in students’ self-efficacy beliefs and appreciation of feedback.

Authors

• Ngoc Thuy Thi Thai, Ghent University

• Bram De Wever, Ghent University

• Martin M. Valcke, Ghent University