Enriching online flipped classrooms with feedback strategies

Flipped classroom is a type of learning method where students are introduced to content at home while practicing, reflecting, or discussing it in class. In this study, we explore how different feedback strategies impact learning performance, motivation, and satisfaction in online flipped classrooms within a higher education context. Using a quasi-experimental design, 123 undergraduate students were randomly assigned to one of four conditions: teacher feedback, group peer feedback, dialogic peer feedback, and one-way peer feedback. Data were collected using a validated learning performance test, motivation, and satisfaction questionnaire with established reliability. Results indicated that group peer feedback significantly improved students’ learning performance, motivation, and satisfaction compared to other strategies. Additionally, those receiving teacher feedback excelled in the educational dimension of learning and reported greater satisfaction with domain-specific learning. These findings highlight the impact of different feedback strategies on student learning in online flipped classroom environments.