An IRS‐facilitated collective issue‐quest approach to enhancing students’ learning achievement, self‐regulation and collective efficacy in flipped classrooms

Abstract

Flipped classrooms have been recognized as a potential approach that enables students to have flexible time to learn before the class as well as more opportunities to apply knowledge and to interact with peers and the teacher in the class. On the other hand, researchers have pointed out the challenge of engaging students in self‐regulated learning and active participation in flipped classrooms. In this study, an Instant Response System (IRS)‐facilitated collective issue‐quest strategy is proposed for engaging students in active and self‐regulated flipped learning. Moreover, a quasi‐experimental design was conducted with undergraduate students in an internet marketing course in northern Taiwan to investigate the impacts of the proposed approach on the students’ learning achievement, self‐regulation, learning satisfaction and collective efficacy. The experimental results revealed that the learning achievement, collective efficacy and satisfaction of the students who learned with the proposed approach were significantly better than those of the students learning with the conventional flipped classroom approach. Moreover, in the “environment,” “task strategies” and “help seeking” dimensions of self‐regulation, the former had significantly higher ratings than the latter. This study contributes analysis results that highlight the benefits of implementing the IRS‐facilitated collective issue‐quest approach in the flipped classroom. The results of this research may provide a valuable reference for future studies and practice in the field.

Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review

“…Findings of the empirical study shows that the learning achievement, self-regulation, self-efficacy and satisfaction of the students who used with the proposed IRS system were significantly better than the students that used the conventional flipped classroom approach. Moreover, in the "environment," "task strategies" and "help seeking" dimensions of self-regulation, the former had significantly higher ratings than the latter [35]. One of the most common approaches that blended learning considered in promoting and improving students online help-seeking initiatives is International Journal of Information and Education Technology, Vol.…”

“…[34] Self-regulation Technology that uses planned instructional strategies with sustainable support for self-regulation [39] Self-regulation Improving self-regulation through the use of learning analytics which supports students in identifying strategies that can increase their academic performance. [35] Self-regulation Using instant response system (IRS)-facilitated collective issue-quest strategy to engage improve student's self-regulation initiatives in flipped classrooms [38] Online help-seeking Online help-seeking system called 'EchoLu' based on four design principles: Student's alertness of teacher support, promotion of social support, student's needs of privacy in help seeking, improvement of observability peers' help seeking activities [36] Online help-seeking Using online discussion board for offering instant help [37] Online help-seeking Using online discussion board for offering instant help [40] Online help-seeking The use of an Intelligent Tutoring System (ITS) for supporting students in programming tasks…”

The use of student response systems with learning analytics: a review of case studies (2008-2017)

“…Also, Krabill (2015) reported the benefit of keeping students' anonymity and encouraging them to speak up in class through SRS, so that their responses reflected a more representative distribution of students' voices. Finally, Chen and Hwang (2018) showed that the use of SRSs in flipped classrooms can help to engage students in active and self-regulated learning, and enhance their collective efficacy, satisfaction and learning achievements.…”

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

“…Likewise, [69] found that problem-based learning activities in FC have a positive effect on students' goal setting. However, the study by [70] and [71] showed insignificant differences between the experimental and control groups in the aspect of goal setting. On the other hand, students engaged in SRL prompt conditions showed a higher mean score in strategic planning [72].…”

“…Besides that, a few studies showed positive outcomes in the regulation of time management [74][68] [69]. In contrast, several studies found no significant difference in their time management strategies when compared with the control group [70][71] [75]. Moreover, [1] found that time management skills were negatively associated with Year 1 medical student learning outcomes, while positively towards Year 2 students.…”