Abstract
The flipped classroom model has gained prominence as advances in technology afford increasing opportunities for ubiquitous access to a variety of online resources. Despite the benefit of the flipped classroom model, flipped classrooms are not equally advantageous to all students due to its self-regulated nature. To address the issues in flipped learning, we explored principles for supporting self-regulated learning in flipped learning by synthesizing suggestions provided in previous research. We also conducted an empirical study to validate the identified principles by implementing a self-regulated learning support that combined a learner dashboard with a reflection interface in a real flipped classroom setting. While the dashboard interface utilized students’ learning traces to support students’ self-monitoring and evaluation, the reflection interface facilitated their follow-up reflection, which contributed to the cyclical process of self-regulated learning. The results indicated that the experimental group that used the support for self-regulated learning exhibited higher levels of self-regulated learning skills, behavioral engagement in pre-class sessions, cognitive engagement in in-class sessions, emotional engagement in both pre- and in-class session, learning performance than the control group. Implications for future research and directions for design and implementation of self-regulated learning supports are described.
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This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2020S1A5C2A04092451).
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Appendix 1: Means, standard deviations, and 95% confidence intervals
Appendix 1: Means, standard deviations, and 95% confidence intervals
LAD (N = 23) | Non-LAD (N = 22) | |||
---|---|---|---|---|
M | SD | M | SD | |
Agea | 20.27 | 1.78 | 20.76 | 1.22 |
Semesterb | 2.68 | 2.12 | 3.76 | 2.66 |
Pre-test | ||||
Self-regulated learningc | 4.02 | 0.47 | 3.902 | 0.63 |
Behavioral engagementd | ||||
Pre-class sessions | 5.20 | 1.11 | 5.48 | 1.10 |
In-class sessions | 5.52 | 1.20 | 5.77 | 1.043 |
Cognitive engagementd | ||||
Pre-class sessions | 5.48 | 1.04 | 5.41 | 1.40 |
In-class sessions | 5.43 | 1.27 | 5.73 | 1.42 |
Emotional engagementd | ||||
Pre-class sessions | 5.04 | 1.11 | 4.64 | 1.89 |
In-class sessions | 5.70 | 1.11 | 5.18 | 1.89 |
Post-test | ||||
Self-regulated learning | 4.60 | 0.62 | 4.03 | 0.65 |
Behavioral engagement | ||||
Pre-class sessions | 6.35 | 1.02 | 5.68 | 1.35 |
In-class sessions | 6.46 | 0.90 | 6.09 | 1.02 |
Cognitive engagement | ||||
Pre-class sessions | 6.39 | 1.08 | 5.86 | 1.13 |
In-class sessions | 6.52 | 0.85 | 5.91 | 1.27 |
Emotional engagement | ||||
Pre-class sessions | 6.17 | 0.98 | 4.91 | 1.34 |
In-class sessions | 6.52 | 0.95 | 5.59 | 1.26 |
Quiz scoree | 57.10 | 23.79 | 38.64 | 25.25 |
Video completion rate (%)e | 62.39 | 30.44 | 42.96 | 24.59 |
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Yoon, M., Hill, J. & Kim, D. Designing supports for promoting self-regulated learning in the flipped classroom. J Comput High Educ 33, 398–418 (2021). https://doi.org/10.1007/s12528-021-09269-z
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DOI: https://doi.org/10.1007/s12528-021-09269-z