Table 5 Themes that emerged from student evaluations that referred to the regulation of the learning process
From: Implementing the flipped classroom: an exploration of study behaviour and student performance
Code | N | Example quote |
|---|---|---|
Video lecture supported learning | 8 | ‘If I didn’t understand anything, or my brain was processing information, I could pause the video lecture and think about it, re-watch it, or watch it again at a later stage’ |
Participation in lecture supported learning | 5 | ‘The many example questions and peer explanations worked well for better understanding of the application’ |
Procrastination prevented | 11 | ‘by having to hand in questions I was able to keep up with the reading and was able to follow the lectures better’ |
More student regulation desired | 10 | ‘this way we don’t have the freedom to follow our own planning’ |
More passive explanation desired | 17 | ‘I would have preferred more explanation of the theory in the lecture. The lectures did not contain enough explanation which is why I understood less of the material and wasn’t able to go into the exam feeling confident’ |
Self-regulation necessary to benefit from lecture | 10 | ‘I think that with good preparation the lectures would be useful, but without preparation it was useless for me’ |