Effects of a mobile technology-supported peer assessment approach on students' learning motivation and perceptions in a college flipped dance class

Abstract

The present study integrated mobile technology into a flipped dance class. An experiment was conducted to understand the effects of the proposed approach on students' motivation and self-efficacy as well as the correlation between self-efficacy and motivation in the flipped learning context. A total of 65 university students from two classes were recruited for the study. The two classes adopted a traditional feedback approach and a mobile technologysupported peer assessment approach, respectively; the flipped teaching experiment lasted for eight weeks. The results showed that there was a significant positive correlation between students' self-efficacy and motivation in the flipped teaching context. Additionally, the mobile technology-supported peer assessment approach was found to be an instructional approach with great benefits, which could significantly enhance students' intrinsic motivation and strengthen their focus and reflection during activities.

Learning Analytics from Spoken Discussion Dialogs in Flipped Classroom

“…[Chen and Yen 2021] investigated how to make a better pre-class instruction when using animated demonstrations, in order to enhance student engagement and understanding in the flipped classroom [14]. By using self-efficacy questionnaire and interview questions, [Hsia and Sung 2020] found that the flipped classroom with peer review could significantly enhance students' intrinsic motivation and strengthen their focus and reflection during activities [15]. [Song and Kapur 2017] compared the "productive failure-based flipped classroom"(PFFC) pedagogical design with traditional flipped classroom pedagogical design and they found that students in PFFC achieved higher scores in solving conceptual questions [16].…”

Dance in Zoom: Using video conferencing tools to develop students' 4C skills and self-efficacy during COVID-19

“…For decades, dance as a practice-based subject has been taught in studios and in face-to-face settings. As one of the oldest forms of performing arts, dance has been reluctant to embrace modern technology, firmly believing that it has to be taught in a bricks-and-mortar setting ( Morris, 2018 ), even as evidence mounts of the benefits of using technology in dance education ( Hsia & Sung, 2020 ). With the majority of students nowadays growing up with the latest digital technologies, researchers have promoted the benefits of using technology in dance education ( Zhou & Li, 2019 ; Li, 2020 ; Hsia & Sung, 2020 ).…”

“…As one of the oldest forms of performing arts, dance has been reluctant to embrace modern technology, firmly believing that it has to be taught in a bricks-and-mortar setting ( Morris, 2018 ), even as evidence mounts of the benefits of using technology in dance education ( Hsia & Sung, 2020 ). With the majority of students nowadays growing up with the latest digital technologies, researchers have promoted the benefits of using technology in dance education ( Zhou & Li, 2019 ; Li, 2020 ; Hsia & Sung, 2020 ). Studies have provided sufficient evidence to prove that the utilization of various technologies (e.g., mobile, VR, AR, blogs, apps) in the dance classroom enhances teaching efficiency ( Ren, 2017 ) and student engagement ( Huddy, 2017 ) and enriches teaching resources ( Gingrasso, 2019 ) and interactions between instructors and learners ( Naidoo & Kopung, 2016 ).…”

Current Use, Non-Use, and Future Use of Ballet Learning Technologies

“…Historically, the emphasis has been on technology-assisted dance education rather than technology replacing face-to-face dance education experiences. [43]. Technology, however, can provide 24-hour connectivity, potentially reducing time zone disparities and providing access and equity to students who may otherwise be unable to engage in face-to-face learning and promote flexible course schedules that enable students to practice at their own speed.…”