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- W3085312191 abstract "This study investigates the impact of providing teacher feedback on answers to guiding questions in the online environment of a flipped classroom setting. Participants were second year bachelor students enrolled in the “Invertebrates” courses (N = 104) at the School of Education in CanTho University (Vietnam), and were randomly assigned to two research conditions: (1) With extra feedback (WEF, n = 52) and (2) No extra feedback (NEF, n = 52) in a flipped classroom setting. One way repeated measure ANOVA was used to analyze learning performance, self-efficacy beliefs, and appreciation of feedback. The findings reflect significantly higher learning performance of students studying in the WEF-condition. In addition, significant changes were observed in their self-efficacy beliefs and appreciation of feedback." @default.
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- W3085312191 date "2020-09-16" @default.
- W3085312191 modified "2023-09-27" @default.
- W3085312191 title "Feedback: an important key in the online environment of a flipped classroom setting" @default.
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- W3085312191 doi "https://doi.org/10.1080/10494820.2020.1815218" @default.
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