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)|
|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 (2021). https://doi.org/10.1007/s12528-021-09269-z
- Flipped classroom
- Supports for self-regulated learning
- Blended learning
- Higher education
- Log data