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Providing Feedback during the Online Phase of a Flipped Classroom Design: Fostering Sustainable Learning Performance While Considering Study Time Management

Author

Listed:
  • Ngoc Thuy Thi Thai

    (Department of Educational Studies, Ghent University, Dunantlaan 2, 9000 Ghent, Belgium
    School of Education, Can Tho University, Can Tho City 900000, Vietnam)

  • Bram De Wever

    (Department of Educational Studies, Ghent University, Dunantlaan 2, 9000 Ghent, Belgium)

  • Martin Valcke

    (Department of Educational Studies, Ghent University, Dunantlaan 2, 9000 Ghent, Belgium)

Abstract

This study concentrates on the effects of teacher feedback (FB) on students’ learning performance when students are tackling guiding questions (GQ) during the online session in a flipped classroom environment. Next to students’ performance, this research evaluates the sustainability in students’ self-efficacy beliefs and their appreciation of the feedback. Participants were second year college students ( n = 90) taking the “Environmental Technology” course at Can Tho College (Vietnam). They were assigned randomly to one of two research conditions: (1) with extra feedback (WEF, n = 45) and (2) no extra feedback (NEF, n = 45) during the online phase of the flipped classroom design. In both conditions, students spent the same amount of time in the online environment as well as in the face-to-face environment. The findings indicate that students studying in the WEF condition achieve higher learning outcomes as compared to students in the NEF condition. With respect to student variables, we observe no significant differences between the two research conditions in terms of self-efficacy beliefs at various occasions. However, we explore significant differences between the two research conditions in terms of feedback appreciation during the posttest assessment.

Suggested Citation

  • Ngoc Thuy Thi Thai & Bram De Wever & Martin Valcke, 2024. "Providing Feedback during the Online Phase of a Flipped Classroom Design: Fostering Sustainable Learning Performance While Considering Study Time Management," Sustainability, MDPI, vol. 16(7), pages 1-13, April.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:7:p:3089-:d:1371933
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    References listed on IDEAS

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    1. Anseel, Frederik & Lievens, Filip & Schollaert, Eveline, 2009. "Reflection as a strategy to enhance task performance after feedback," Organizational Behavior and Human Decision Processes, Elsevier, vol. 110(1), pages 23-35, September.
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