Effects of Integrating Mobile Technology-Assisted Peer Assessment into Flipped Learning on Students' Dance Skills and Self-Efficacy

Autor/inn/en	Lin, Yen-Nan; Hsia, Lu-Ho; Sung, Meng-Yuan; Hwang, Gwo-Haur
Titel	Effects of Integrating Mobile Technology-Assisted Peer Assessment into Flipped Learning on Students' Dance Skills and Self-Efficacy
Quelle	In: Interactive Learning Environments, 27 (2019) 8, S.995-1010 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Yen-Nan) ORCID (Hsia, Lu-Ho) ORCID (Hwang, Gwo-Haur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1461115
Schlagwörter	Dance Education; Self Efficacy; Skill Development; Student Satisfaction; Educational Technology; Telecommunications; Handheld Devices; Homework; Teaching Methods; Conventional Instruction; Program Effectiveness; Peer Evaluation; Student Attitudes; Undergraduate Students; Video Technology + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Self-efficacy; Selbstwirksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtsmedien; Telekommunikationstechnik; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	Dance courses aim to not only intensify learners' dance skills, but also cultivate their personal dancing features, self-confidence, self-reflection ability, creative power, appreciation ability, to name just a few, in order to attain much higher level artistic performance. In the present study, an approach which integrates mobile peer assessment into flipped learning is proposed. Moreover, a 9-week experiment was conducted to explore the effects of the approach on students' dance skills, self-efficacy, and learning satisfaction. The results indicated that the students learning with the integrated mobile peer assessment and flipped learning approach had better dance skills than those learning with the conventional flipped learning approach and traditional instruction. In terms of self-efficacy, the students learning with the conventional flipped learning approach outperformed those learning with the proposed approach and traditional instruction. In terms of learning satisfaction, the conventional flipped learning approach outperformed the traditional instruction. Discussion and suggestions are provided accordingly. It is suggested that teachers who want to incorporate flipped learning into dance courses may decide whether to combine peer assessment according to the teaching objectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01