A Systematic Review of Self-Regulated Learning in Flipped Classrooms: Key Findings, Measurement Methods, and Potential Directions

Abstract

Online instruction through a flipped classroom approach has continued to gain popularity in recent years. Engaging learners' attention in achieving learning outcomes while they embrace the flexibility of online learning via flipped classroom remains an important topic among educators, educational institutions, and society. Studies have found that students who are equipped with self-regulated learning strategies thrive in such learning environments. The present study describes and analyses the state of research in self-regulated learning strategies and their association with the flipped classroom based on the review of articles published in Q1 and Q2 journals from 2016 to the middle of 2021. The systematic review is guided by instructions in PRISMA, where 32 scientific texts from four search databases, which are Science Direct, Scopus, ERIC, and ProQuest, were reviewed. The key findings present the effects of selfregulation on both academic and non-academic outcomes, as well as factors that influenced the outcomes. The findings also revealed six preferred methods to measure self-regulated learning in a flipped classroom, specifically through self-report questionnaires, being the most preferred approach followed by learning analytics, interviews, think-aloud protocols, reflective documents, and observation. Furthermore, the potential future areas of study as proposed by the review articles were detailed as prospect references. In conclusion, it is highly recommended for educators and future studies to integrate the essential characteristics of flipped learning as pointed out by the four pillars (F-L-I-P), which are: flexible environment, learning culture, intentional content, and professional educator. Ultimately, this warrants the successful integration of the flipped classroom into learning and facilitates the development of selfregulated learning strategies.

The Third Wave of Self-Regulated Learning’s Measurement and Intervention Tools: Designing ‘Diaria’ as a New Generation of Learning Diary

“…SRL has been scrutinised by different authors. Silverajah et al [14] state that there are the following six SRL models: (1) Most authors presented the following three stages of SRL: forethought, performance, and self-reflection. During the forethought phase, students set goals and create plans.…”

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

“…According to Hinojo et al ( 2020), there are four key characteristics of autonomous learning: awareness of the learning environment, goal setting, choice of study strategies and self-assessment. On the other hand, Silverajah et al (2022) highlight that student autonomy leads to independence from the lecturer, enhancing their academic and professional development.…”

dimensão narrativa na formação de professores de matemática

“…Silva (2018) destaca que a aprendizagem invertida possibilita melhores condições de aprendizagem e redução da evasão escolar, mas pondera que os benefícios da SAI podem ser potencializados se forem acompanhados por atividades que visem fomentar a Aprendizagem Autorregulada dos estudantes. Silverajah et al (2022) realizaram uma revisão sistemática que buscou identificar as principais descobertas, os métodos de medição e direções para pesquisas futuras relacionadas à Aprendizagem Autorregulada em ambientes de Aprendizagem Invertida. Entre as principais abordagens metodológicas de pesquisa identificadas neste estudo, destacam-se o questionário de autorrelato, a análise de aprendizado, a entrevista, o protocolo think-aloud (precisamente o pensamento simultâneo em voz alta), o documento de reflexão e a observação.…”