The Design of Process and Outcome Feedback in Flipped Classroom with Student Engagement for Higher Education

Abstract

Several classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. Moreover, much has been written in higher education assessing the value of feedback. The paper is shown about the design of process and outcome feedback in flipped classrooms with student engagement for higher education. In the design phase, both of the activities of the process and outcome feedback groups are checked by the teacher. For the process feedback group, they have to do the activities step by step and when they complete one activity, they have to inform that the teacher for getting immediate feedback to continue the next task. On the other hand, outcome feedback group students have to complete all of the tasks listed. And then, they have to inform the teacher and get feedback on the result. For items design have the respondents from three experts who are the professors on educational technology and teaching programming skills in the university in Thailand. The mean in the design of process and outcome feedback in flipped classroom with student engagement is a good result (x=4.46, S.D= .617) for all items on the lesson plan. Hence, it will be implemented for the true experimental research to explore the different of learning achievement and self-regulation for the higher education students between the PF and OF groups.