Back to Search
Start Over
Pre-Class Teacher Feedback in the Flipped Classroom: Cognitive or Praise Feedback Is Better than Mitigating Feedback
- Source :
-
Innovations in Education and Teaching International . 2023 60(3):357-367. - Publication Year :
- 2023
-
Abstract
- The present study examined whether different types of teacher feedback in a university flipped classroom pre-class activity could improve students' self-regulated learning skills, learning performance, and learning satisfaction. In a repeated measures design (N = 31) the teacher gave a different type of feedback (no feedback vs. cognitive feedback vs. praise feedback vs. mitigating feedback) to questions that students posted on the course discussion platform. At the end of each week the students completed a self-regulated learning questionnaire, learning satisfaction questionnaire, and learning performance test. Repeated measures ANOVAs revealed that all forms of teacher feedback enhanced students' learning performance and self-regulated learning skills, especially the cognitive feedback and praise feedback but not their learning satisfaction.
Details
- Language :
- English
- ISSN :
- 1470-3297 and 1470-3300
- Volume :
- 60
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Innovations in Education and Teaching International
- Publication Type :
- Academic Journal
- Accession number :
- EJ1386794
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/14703297.2022.2052932