Pre-class teacher feedback in the flipped classroom: Cognitive or praise feedback is better than mitigating feedback

• Yi Zhang ^[1] ; Chenyan Dai ^[2] ; Zhongling Pi ^[3] ; Jiumin Yang ^[1]
  1. [1] Central China Normal University

     Central China Normal University

     China

     
  2. [2] Middle School, Hangzhou, Zhejiang, China
  3. [3] Normal University, Shaanxi Xi’an, Shannxi Province, China

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• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 60, Nº 3, 2023, págs. 357-367
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.