Designing supports for promoting self-regulated learning in the flipped classroom

Yoon, Meehyun; Hill, Janette R.; Kim, Dongho

doi:10.1007/s12528-021-09269-z

Cited by 51 publications

(41 citation statements)

References 39 publications

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“…This is a significant element for reflection, since these differences may be due to various factors related to the students' own characteristics, such as digital competences (García-Peñalvo, 2021), cognitive, metacognitive, affective strategies, etc. (Bártolo-Ribeiro et al, 2020;Cloude et al, 2019;Wiedbusch et al, 2021;Yilmaz et al, 2020;Yoon et al, 2021), learning style and their response to Self-regulated learning (Valadas et al, 2017) or teacher characteristics, also related to digital competences and teaching style. These aspects will be addressed in future studies.…”

Section: Discussionmentioning

confidence: 99%

“…It has been found that cooperation based on a vertical structure in which one of the members of the collaborative group guides the work process is the most effective (Yilmaz et al, 2020 ). In this framework, the use of Flipped Classroom experiences has also been shown to be a very effective resource for enhancing SRL and increasing motivation (Noroozi et al, 2019 ) and the effective development of OPBL, as it improves the use of metacognitive strategies of self-planning and self-assessment (Yoon et al, 2021 ). On the other hand, the teacher's interpretation of the results of the learner interaction in the LMS requires the use of log analysis and interpretation systems.…”

Section: Introductionmentioning

confidence: 99%

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Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

et al. 2021

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Monitoring students in Learning Management Systems (LMS) throughout the teaching–learning process has been shown to be a very effective technique for detecting students at risk. Likewise, the teaching style in the LMS conditions, the type of student behaviours on the platform and the learning outcomes. The main objective of this study was to test the effectiveness of three teaching modalities (all using Online Project-based Learning -OPBL- and Flipped Classroom experiences and differing in the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodle behaviour and student performance taking into account the covariate "collaborative group". Both quantitative and qualitative research methods were used. With regard to the quantitative analysis, differences were found in student behaviour in Moodle and in learning outcomes, with respect to teaching modalities that included virtual laboratories. Similarly, the qualitative study also analysed the behaviour patterns found in each collaborative group in the three teaching modalities studied. The results indicate that the collaborative group homogenises the learning outcomes, but not the behaviour pattern of each member. Future research will address the analysis of collaborative behaviour in LMSs according to different variables (motivation and metacognitive strategies in students, number of members, interactions between students and teacher in the LMS, etc.).

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

et al. 2021

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“…Findings on academic outcomes revealed results which had a more positive effect of SRL processes on learning performance, with some reporting an insignificant effect. Several studies found that students who demonstrate SRL strategies show improvement in their learning performance [67][68][79] [80]. [74] discovered a significant relationship between frequent access to online flipped content and course grade.…”

Section: Effects Of Srl On Academic Outcomesmentioning

confidence: 99%

“…In view of that, [26] used the Flip2Learn system to support SRL processes through sequenced, coordinated, and integrated cognitive activities that positively reinforced SRL abilities. Similarly, [67] and [80] used comprehensive support to foster SRL processes. Additionally, [67] employed scaffolded learning to facilitate pre-class learning (planning phase), in-class (monitoring phase), and after-class (evaluation phase).…”

Section: Effects Of Srl On Academic Outcomesmentioning

confidence: 99%

“…Other self-report questionnaires used were: (1) the SRL scale, which comprises three aspects, which are forethought, performance (i.e. self-control or self-regulation), and self-reflection, which comprises a 59-item scale [16]; (2) the Student Learning Strategies Questionnaire (SLSQ), a revised 20-item scale administered to measure the occurrence of participants engaging in SRL, which comprises six constructs that are goal setting, strategy planning, selfobservation, self-instruction, self-instruction, feedback, and self-self-evaluation [80].…”

Section: ) Self-report Questionnairementioning

confidence: 99%

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

et al. 2022

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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.

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Computer Science and Information Technology Students’ Self-regulated Learning and Knowledge Sharing Behavior as Drivers of Individual Innovative Behavior

Ngugi

Goosen

2021

Software Engineering and Algorithms

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Designing supports for promoting self-regulated learning in the flipped classroom

Cited by 51 publications

References 39 publications

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

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

Computer Science and Information Technology Students’ Self-regulated Learning and Knowledge Sharing Behavior as Drivers of Individual Innovative Behavior

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