12: Create Virtual and Flipped Classrooms

Using Student Feedback and Reflection Tools – Google Forms, Moodle Surveys

1. Introduction

In virtual and flipped classrooms, learning happens both online and in-person, with pre-class activities and active in-class engagement. To ensure these learning experiences are effective, engaging, and aligned with objectives, educators must evaluate their teaching strategies and content.

One of the most valuable evaluation methods is collecting student feedback and reflections. These insights help teachers understand:

• How well students grasped concepts.
• Challenges students faced during pre-class or in-class activities.
• Effectiveness of teaching methods, digital content, and flipped classroom design.

By systematically collecting and analyzing feedback, educators can refine lessons, improve engagement, and boost learning outcomes (Bishop & Verleger, 2013; O’Flaherty & Phillips, 2015).

2. Importance of Student Feedback and Reflection

1. Learner-Centered Insight: Feedback shows students’ experiences, challenges, and perspectives.
2. Continuous Improvement: Identifies gaps in lesson delivery, interactivity, and comprehension.
3. Enhanced Engagement: Reflection activities encourage learners to think critically and actively participate.
4. Evidence-Based Decisions: Data from feedback informs instructional design and technology use.

Simply put, students’ voices help make teaching better and learning more meaningful.

3. Tools for Collecting Feedback and Reflection

3.1 Google Forms

Description: An online tool to create surveys, quizzes, and reflection forms.

Key Features:

• Multiple question types: MCQs, short answers, rating scales.
• Real-time responses and automatic analytics.
• Integrates with Google Classroom, Sheets, and other platforms for easy data analysis.

Examples of Use:

• Pre-class readiness quizzes to check prior knowledge.
• Post-class reflection surveys for flipped lessons.
• Feedback on videos, readings, or interactive exercises.

3.2 Moodle Surveys and Feedback Modules

Description: Built-in LMS tools for structured surveys, feedback collection, and course evaluations.

Key Features:

• Customizable surveys and questionnaires.
• Anonymous responses to encourage honesty.
• Aggregated reports for easy analysis and action.

Examples of Use:

• End-of-course evaluations to assess student satisfaction.
• Reflection prompts after group work or problem-solving activities.
• Continuous monitoring of engagement in virtual lessons.

4. Designing Effective Feedback and Reflection Tools

Best Practices:

1. Align with Learning Objectives: Ensure questions measure understanding of key concepts.
2. Use Clear and Concise Questions: Avoid ambiguity to get actionable responses.
3. Include Quantitative and Qualitative Items:
• Likert-scale for measurable feedback.
• Open-ended questions for detailed reflections.
4. Encourage Honest Responses: Consider anonymity.
5. Integrate Reflection Prompts:
• Example: “Which concept did you find most challenging?”
• Example: “How did the pre-class video prepare you for in-class activities?”

These design principles maximize the usefulness of feedback and make analysis easier.

5. Analyzing and Using Feedback

Quantitative Analysis:

• Summarize survey data (percentages, averages, trends).
• Identify patterns in learner understanding or engagement.

Qualitative Analysis:

• Read open-ended responses carefully.
• Look for recurring suggestions, questions, or challenges.

Using Insights:

• Adapt lesson content or sequence.
• Adjust pre-class materials for clarity or relevance.
• Enhance in-class activities to address learner difficulties.
• Close the feedback loop by sharing improvements with students to foster trust and engagement.

6. Benefits of Using Feedback and Reflection Tools

• Improved Teaching Effectiveness: Evidence-based adjustments enhance learning.
• Learner Self-Awareness: Reflection encourages critical thinking and self-regulated learning.
• Enhanced Course Design: Identify gaps and strengths in virtual and flipped implementations.
• Data-Driven Decisions: Supports planning, resource allocation, and digital content improvement.

Simply put, feedback turns teaching into a continuous learning process for both educators and students.

7. Integrating Feedback into Flipped Classrooms

Learning Phase	Tool	Purpose & Example
Pre-Class	Google Forms	Readiness assessments, pre-class knowledge checks, or surveys.
During Class	Moodle, Google Forms	Quick polls, reflection prompts, formative checks.
Post-Class	Google Forms, Moodle, Padlet	Reflection on flipped activities, consolidate learning, evaluate content.

Tip: Combine formative (ongoing) and summative (final) feedback for a complete picture of learning experiences.

8. Integrating OER for Feedback and Reflection

Open Educational Resources (OER) can enrich evaluation and reflection activities:

• Use OER-based quizzes and surveys for formative assessments.
• Embed interactive simulations or exercises from OER Commons or PhET in post-class reflection tasks.
• Encourage students to create their own OER-based reflections, fostering ownership and deeper understanding.

OER integration ensures that evaluation is not only about data collection but also extends learning opportunities (Hilton, 2016; OER Commons, 2023).

9. Conclusion

Student feedback and reflection tools like Google Forms and Moodle surveys are essential for:

• Measuring the effectiveness of flipped and virtual classrooms.
• Enhancing student engagement, comprehension, and satisfaction.
• Supporting continuous improvement of teaching strategies and digital content.

Key Takeaway: Feedback and reflection are not just assessment tools—they are powerful levers for improving teaching, learning, and content design in virtual and flipped classrooms, especially when combined with OER for rich, interactive experiences.

10. References

• Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings.
• O’Flaherty, J., & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education: A Scoping Review. Internet and Higher Education, 25, 85–95.
• Google Forms. (2023). Google Forms for Education. Retrieved from https://forms.google.com
• Moodle. (2023). Surveys and Feedback Modules. Retrieved from https://moodle.org
• Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573–590.
• OER Commons. (2023). Open Educational Resources for Learning and Assessment. Retrieved from https://www.oercommons.org
• PhET Interactive Simulations. (2023). Interactive Learning Tools. Retrieved from https://phet.colorado.edu