In the study of flipped classroom, researchers considered the different ways of flipping the didactic lectures (or face-to-face meeting) to video lectures and interactive learning tasks provided for students during the contact hours for the aims of promoting active learning. However, a limited work has studied the potential and challenges of flipping the formative assessment by requiring students to produce their own video presentation as a part of their course requirement under a flipped classroom. In this paper, we aim to describe the affordances of flipping the students’ presentation in a flipped classroom, and our objective is to find out the general perceptions of students in producing their own video presentation as a part of the course assessment. Through online questionnaire, we have surveyed 17 undergraduate students in two general education courses taught under the flipped approach, and the results show that students are competent in producing video presentation and they find it generally favorable. Yet, some students suggested that more interactive elements and technical supports should be included to compensate for the disadvantages of this assessment activity, which can shed some insights for instructors delivering instructions in flipped classroom. Copyright © 2015 Asia-Pacific Society for Computers in Education.
|Title of host publication
|Proceedings of the 23rd International Conference on Computers in Education ICCE 2015: Main proceedings
|Hiroaki OGATA, Weiqin CHEN, Siu Cheung KONG, Feiyue QIU
|Place of Publication
|Asia-Pacific Society for Computers in Education
|Published - 2015
CitationWong, G. K. W., & Cheung, H.-y. (2015). Can we flip the formative assessment of students too in flipped classroom? In H. Ogata, W. Chen, S. C. Kong, & F. Qiu (eds.), Proceedings of the 23rd International Conference on Computers in Education ICCE 2015: Main proceedings (pp. 661-666). Ishikawa, Japan: Asia-Pacific Society for Computers in Education.
- Flipped classroom
- Video presentation
- General education
- Quantitative research
- Formative assessment