Feedback: an important key in the online environment of a flipped classroom setting

ABSTRACT

This study investigates the impact of providing teacher feedback on answers to guiding questions in the online environment of a flipped classroom setting. Participants were second year bachelor students enrolled in the “Invertebrates” courses (N = 104) at the School of Education in CanTho University (Vietnam), and were randomly assigned to two research conditions: (1) With extra feedback (WEF, n = 52) and (2) No extra feedback (NEF, n = 52) in a flipped classroom setting. One way repeated measure ANOVA was used to analyze learning performance, self-efficacy beliefs, and appreciation of feedback. The findings reflect significantly higher learning performance of students studying in the WEF-condition. In addition, significant changes were observed in their self-efficacy beliefs and appreciation of feedback.

KEYWORDS:

• Feedback
• guiding questions
• flipped classroom
• learning performance
• self-efficacy beliefs

Acknowledgements

This research was funded by the MOET (Ministry of Education and Training) Project 911 from Vietnam with grant No. 911/QD-TTg. In addition, we appreciate the participation of Associate Prof. Dr. Nguyen Thanh Tung (Head - Department of Biology Education) and the students enrolled in the “Invertebrates” course in School of Education in CanTho University, Vietnam.

Disclosure statement

No potential conflict of interest was reported by the authors .

Additional information

Funding

This work was supported by MOET-Ministry of Education and Training, Project 911 [grant number No. 911/QD-TTg].

Notes on contributors

Ngoc Thuy Thi Thai

Ngoc Thuy Thi Thai is working at Gent University in the field of educational technology, especially design of blended leaning and flipped classroom in higher education. Thuy was finished Master Science Technology Education in Latrobe University, Australia. Thuy was also a professional lecturers in Can Tho college in Vietnam; Now she is a lecturer in Can Tho University, Vietnam.

Bram De Wever

Bram De Wever is a professor in the field of learning and instruction at the Department of Educational Studies at Ghent University. His research is focusing on technology enhanced learning and instruction, peer assessment and feedback, computer-supported collaborative learning activities, and inquiry learning in higher education. Bram finished his PhD on scripting collaboration in online discussion groups in 2006 and has been focusing on technology enhanced learning research ever since. From 2007 he was a post-doc research fellow at the Research Foundation Flanders (FWO) and in 2010 he got a tenure track position on Learning and Instruction at Ghent University. In 2015 he was appointed associate professor.

Martin Valcke

Martin Valcke is full professor in the field of “Instructional Sciences” at the Ghent University, Belgium and head of the Department of Educational Studies in the Faculty of Psychology and Educational Sciences. Building on his PhD-work in the field of educational information sciences, his actual field of research focuses mainly on the Innovation of Higher Education and the integrated use of Information and Communication Technologies (ICT). In addition, he is promoter of studies in the field of performance indicators (PSA, PIAAC), teacher education, ICT in primary schools, learning styles and learning approaches. He has been and is being involved in a large number of national and international research and consultancy projects in countries of Africa (Uganda, Mozambique, South Africa, Zimbabwe), Middle America (Ecuador, Peru), and Asia (Cambodia, China, Vietnam). Next, he is regularly involved in activities and projects of the World Bank, the European Commission (Erasmus+ Capacity Building projects, Horizon 2020, Flexible Universities, Multi-Media programme, TEMPUS, Socrates, IST, FP7, …), and other international organizations. He has published in a wide variety of international journals and international books. His output consists of over 160 ISI-indexed journal papers. He is editor/reviewer for the Australian journal Distance Education, Computers in Human Behaviour, the Online Medical Journal, and involved in a number of other journals (Computers & Education, Learning & Instruction, Review of educational Research, Contemporary Educational Psychology, Teaching and Teacher Education, …). Formerly, he has been working at the Dutch Open University, focusing on the design of ODL-information systems: systems to design, develop and exploit flexible electronic learning materials to be delivered just-in-time, on-demand, via the Internet, cd-rom or by printing-on-demand. Since April 2006 (till March 2011), he is visiting professor at the Beijing Normal University, Faculty of Education and since 2016 visiting professor at the South China Normal university (Guangzhou, P.R. China). In 2005, he was a Distinguished Fellow of the University of Western Australia (Perth). In 2016, he was awarded the Francqui Prize from the Universite Catholique de Louvain. A full academic output overview can be consulted via https://biblio.ugent.be/person/801000456765.