Comparing the impact of student teachers' critical thinking, feedback quality, feedback perceptions and learning achievements by using different structured online feedback templates in the context of the flipped classroom

• Main Authors: Yuan-Ting Chuang, 莊媛婷
• Other Authors: Hsiu-Ling Chen
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/08622166326227076454

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 104 === Critical thinking, self-directed learning and collaborative skills are main competences that students should acquire in higher education. Flipped classroom has been proved to be a beneficial environment to support the above skills. However, designing a successful flipped class still remains a challenge. Studies indicated that instructors are frustrated as students do not want to read the book or view the videos before class and prefer to look up answers directly from the internet rather than reflect deeply through their own thinking. The purpose of the study is to propose three different online feedback templates to further investigate student teachers’ feedback quality, critical thinking, learning achievements, feedback perceptions and course satisfaction using three different structured of feedback templates (guiding-questions/ self-directed/ goal-directed templates) within the flipped classroom context. A case study was conducted. Thirty student teachers in higher education in northern Taiwan participated in this study. Both qualitative and quantitative approaches were adapted. Online discourse analysis were adopted to evaluate the student teachers ’critical thinking. Worksheets and feedback scores were used to evaluate student teachers’ feedback quality and learning achievements. Survey questionnaires and interview results were collected to gain deep understanding on the participants’ learning perceptions towards the proposed instructional design. Results showed that there is no significant difference among the three feedback templates regarding to students’ critical thinking, feedback quality, feedback perceptions and learning achievements. However, the three feedback templates has been proved to be effective to support student teachers’ learning. Participants gave high recommendation on the instructional design and the peer feedback activity. Eighty percent student teachers perceived that peer feedback provided them a chance to reflect on and deepen thinking. The behavioral sequential analysis indicated that student teachers’ tend to express their personal opinion briefly without evidence or supported. Further research and implementation suggestions were promoted.