This study concentrates on the impact of teacher feedback (FB) on learning performance when students tackle guiding questions (GQ) in the online component in a flipped classroom environment. In addition, the changes in two student variables - i. e. students’ self-efficacy beliefs and appreciation of feedback – are studies as they interact with the impact of giving feedback on learning outcomes. In recent years, flipped classroom has attracted the attention of educators and researchers in learning and teaching [2], [6], [8]. This approach is seen as a promising technique for organizing instructional activities, by providing information and preparatory tasks in an online environment, and ensuring that students are engaged in activities such as problem solving, group discussion, and exercises, in the face-to-face environment.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0134
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada