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

Authors: Lu-Ho Hsia; Han-Yu Sung

Addresses: Office of Physical Education, National Chin-Yi University of Technology, No. 57, Sec. 2, Chung Shan Road, Taipin District, Taichung, 41170, Taiwan ' Department of Allied Health Education and Digital Learning, National Taipei University of Nursing and Health Sciences, No. 365, Ming-te Road, Peitou District, Taipei City, Taiwan

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 technology-supported 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.

Keywords: flipped classroom; peer assessment; dance education; higher education.

DOI: 10.1504/IJMLO.2020.103892

International Journal of Mobile Learning and Organisation, 2020 Vol.14 No.1, pp.99 - 113

Received: 09 Oct 2018
Accepted: 12 Nov 2018
Published online: 02 Dec 2019 *

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