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A study of awarding credits for completing pre-class activities in flipped learning model at City University of Hong Kong
Daniel J Y Chun

Last modified: 2014-05-12


The proliferation of the use of technologies including online multimedia and open educational resources (OER) to create a conducive learning environment for students has sparked the interest of many teaching faculties to try something different.  There is a rapidly growing list of literature on the use of inverted classrooms, flipped classrooms and Just-in-Time Teaching (JiTT) which supports the notion of innovative teaching, learning and assessment practice enhanced by technologies. By offering some pre-class activities for the students to complete, it is found to be both effective and beneficial to students by gaining more classroom discussion time. It is however a challenge for instructors to fully know whether the given pre-class activities are actually completed by the students. This research study will investigate whether providing a grade or awarding a mark as part of the assessment will increase motivation and participation. The findings will have an impact on the body of knowledge in formative assessment.


The study has based its theoretical framework on activity theory in and out of the classroom for undergraduate students and was carried out by the researcher as an instructor for tutorial classes at City University of Hong Kong supporting a main lecturer who also gives pre-class activities to the students. A mini survey was conducted for two classes of twenty-five students and four students from the two groups were interviewed to share their experiences. The outcome of interpreting their experiences using a grounded theory approach helped to develop a theory of using pre-class activities and awarding marks.