Impacts of flipped classrooms with peer assessment on students’ effectiveness of playing musical instruments  – taking amateur erhu learners as an example

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

“…Hence, it makes use of spare class time from the flipped classroom to master dance skills and to arrange activities for peer assessment in order to provide students with opportunities to assess and reflect on their own performances, which is an instructional approach with great potential. This kind of learning approach could improve students' dance skills and improvisation skills for playing musical instruments (Hwang et al, 2018). However, little attention has been paid to students' psychological aspects in these valid studies which have explored flipped classrooms.…”

“…For example, Tseng and Tsai (2010) specified that self-efficacy has a two-way interactive relationship with motivation. Higher self-efficacy or intrinsic motivation could lead to better learning performances, while great learning performances could also encourage much higher self-efficacy and intrinsic motivation (Hwang et al, 2018;Lai et al, 2018). Nonetheless, flipped teaching has changed the ways in which students traditionally learned.…”

“…It emphasises that online learning resources allow students to self-study through videos prior to class, and that the freed-up class time could then be used for teacher-student and student-student interaction and to learn new knowledge by practicing, collaborative learning, group discussion and so on (Smith, 2015;. This instructional strategy could be applied to various subjects to successfully enhance students' learning effectiveness, allowing them to gain great learning achievements (Roach, 2014;Hwang et al, 2018;. However, little attention has been paid to students' affective aspects such as motivation and self-efficacy.…”

Enhancing students’ choreography and reflection in university dance courses: A mobile technology‐assisted peer assessment approach

“…In view of the numerous features and learning benefits of peer feedback, relevant teaching application and research continue to receive attention from and be investigated by researchers in different fields. It has been applied in skill courses; for example, Hwang, Chen, and Sung (2019) applied online peer assessment in musical instrument learning, delaying peers’ feedback and interaction until after class. Martineau et al .…”

“…It can effectively increase skills and affect performance, but its advantages definitely go far beyond those. Hwang et al (2019) further reported that peer assessment had great potential to facilitate students' innovative thinking based on their findings in an e-book design activity in an elementary school science course. Dyer et al (2011) pointed out the skills influencing innovative competence, including hands-on practice, observation, interaction with others to obtain feedback, questioning, and so forth.…”