There are a few settings which are unique to the Feedback activity within LEO. The settings you select will alter the way your students are able to interact with the Feedback activity. These are explored in length below:

Availability

In this section, you may choose when access to the activity begins and ends by using the allow answers from and allow answers until settings.

Questions and submission settings

Record user names

• Anonymous: responses won't be linked to student names (the responses are anonymous to the teacher also.
• User's names will be logged and shown with answers.

Allow multiple submissions

If you select Yes from the dropdown menu, users will be able to submit feedback multiple times.

Enable notification of submissions

If you select Yes from the dropdown menu, you will receive email notification of submissions to the activity.

Auto number questions

If you select Yes from the dropdown menu, the questions in your Feedback activity will be automatically numbered.

After submission

Show analysis page

If you select Yes from the dropdown menu, your students will be able to view the analysis page, which shows an overview of the results of the feedback given.

Completion page

Any text you enter in this field will be made available to your students upon completion of the Feedback activity.

Link to next activity

You can enter the link (URL) of another activity within your LEO unit into this field. If you do so, your students will be taken directly to that activity upon completion of the Feedback activity.

Feedback Tool guides:

LEO Guide: How to add a question to a Feedback activity

LEO Guide: How to download Feedback data to Excel

Moodle Docs 3.9 - Feedback activity

Other related LEO tool guides:

LEO Guide: Quiz

LEO Guide: Labels

Student views on the use of a flipped classroom approach: Evidence from Australia

This case study reports on the move towards a flipped-classroom approach was it was adopted in a compulsory final-year undergraduate subject at the Australian National University. The research was seeking to investigate the value students' put on the traditional lecture format, as well as to measure how students' perception of the flipped classroom environment change throughout and after a semester. This research tool place in semester 2, 2012.

The flipped-classroom approach consisted of making "high quality notes" available to students, which the lecturer would talk through. These notes also included worked examples of the concepts which were being outlined. The purpose of this exercise was to free up time during the lectures for more interactive activities.

Time was allocated at the beginning of every class for students to ask questions of their lecturer. Additionally, a Feedback tool was added to the Moodle site, to enable students to ask anonymous questions regarding the learning materials. The answers to these questions were either provided in class time, or via a Forum post.

Quantitative data collected from the students indicated that the flipped classroom approach "could be perceived as a positive approach due to its combination of activity and demonstration" (2014, 38). By the end of the semester, "over 75% of total respondents viewed the flipped classroom as being beneficial to their learning experience compared to a didactic lecture structure" (2014, 41).

Academic papers

Butt, A (2014) 'Student views on the use of a flipped classroom approach: Evidence from Australia', Business Education & Accreditation, vol. 6, no. 1, pp. 33 - 44.