The combination of e-mentoring and in-class self-evaluation encouraged sustained engagement in outside-of-class learning activities¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-course evaluation responses indicated the e-mentoring and in-class self-evaluation system encouraged sustained engagement in outside-of-class e-learning activities. → Ishikawa 2015

Evidence¶

Ishikawa 2015¶

Ishikawa, Y., Akahane-Yamada, R., Smith, C., Kondo, M., Tsubota, Y., & Dantsuji, M. (2015). An EFL flipped learning course design: utilizing students’ mobile online devices. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. http://dx.doi.org/10.14705/rpnet.2015.000343

q2 · i? · causal · r2

Post-course evaluation of the experimental group at the end of the second semester, using 20 questions with a 4-point Likert scale plus four open-ended questions; reliability was high (α=.91). One student commented that encouragement from the teacher let them continue the outside-of-class activities. No effect size is printed.

"Post-course evaluations revealed that the combination of e-mentoring and the in-class self-evaluation system had encouraged sustained engagement in outside-of-class learning activities."

Discussion¶

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