Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

Polat E., HOPCAN S., Albayrak E., Yildiz Durak H.

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, cilt.30, sa.6, ss.1641-1655, 2022 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 30 Sayı: 6
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1002/cae.22547
  • Dergi Adı: COMPUTER APPLICATIONS IN ENGINEERING EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Aerospace Database, Applied Science & Technology Source, Communication Abstracts, Compendex, Computer & Applied Sciences, EBSCO Education Source, INSPEC, Metadex, DIALNET, Civil Engineering Abstracts
  • Sayfa Sayıları: ss.1641-1655
  • Anahtar Kelimeler: autonomous learning, computing academic achievement, engagement, feedback, flipped classroom, flipped learning readiness, learning analytics, STUDENT PERCEPTIONS, WRITTEN FEEDBACK, HIGHER-EDUCATION, QUALITY, PARTICIPATION, PERFORMANCE, ASSIGNMENTS, MOTIVATION, IMPACT
  • İstanbul Üniversitesi Adresli: Hayır

Özet

The purpose of this study was to examine how the flipped learning readiness, engagement, autonomous learning, and computing achievements of university students in an online flipped classroom differ according to gender and feedback groups (verbal, written, and grade reporting) before and after a computing course. An 8-week application was conducted with 104 university students enrolled Computing course at a state university, Istanbul, Turkey. Students were randomly assigned to three different feedback groups. An experimental design was used in this study and quantitative data was collected. Students did homework and written/verbal or grade feedback was given to students through Moodle. A flipped learning readiness scale, computing achievement test, online student engagement scale, and autonomous learning scale were given to participants as pretests and posttests. The results showed that computing academic achievement, flipped learning readiness, and engagement variables increased significantly. There were differences in online engagement regarding gender but no difference between feedback types. The research includes suggestions for future studies.