Effects of self-regulated learning prompts in a flipped history classroom

Flipped Learning in Secondary Education History Classrooms: What are the Effects and What is the Role of Self-Regulated Learning?

“…The opinions about the SRL instructions were clearly negative, although these also varied greatly. In contrast to previous research in the same educational context (van Alten et al, 2020a), SRL prompts alone did not enhance learning outcomes. In the current study, we found an effect on learning outcomes when SRL instruction was added, even though the students seem have to generally disliked this type of SRL support.…”

“…In contrast to previous research in higher education, one of the first SRL prompt interventions within secondary education found no differences in terms of learning outcomes between students who received SRL prompts and students who did not (van Alten et al, 2020a). In addition, previous research has shown the importance of SRL support for the SRL development of primary and secondary education students (Dignath & Büttner, 2008;Muijs & Bokhove, 2020;Veenman et al, 2006;Wigfield et al, 2011).…”

“…Research has shown that students struggle with effectively applying SRL during self-study (e.g., Blasiman et al, 2017;Dirkx et al, 2019). This can be related, for example, to their views on FL (Boevé et al, 2017), or to their appreciation of the SRL support (van Alten et al, 2020a). In general, students' satisfaction about the learning environment is an important condition for students to perform and develop SRL in higher education (Shih et al, 2018) and secondary education (Schuitema et al, 2012).…”

“…We expected that the SRL support would help students to benefit from the FL approach, because the increased learner autonomy that comes with this approach demands SRL skills that most students do not possess. As previous research in the same educational context showed that SRL prompts did not enhance learning outcomes (van Alten et al, 2020a), we added explicit SRL instruction to the design of embedded SRL support to explain to students why SRL activities are beneficial, and how they can be performed. We hypothesized that the embedded SRL support enhances students' SRL skills, compared with students in the condition without SRL support and, consequently, enhances their learning outcomes.…”

Databases and their Employment in the Flipped Classroom Learning Environment at Saudi Universities

“…We have reviewed studies by Herreid & Schiller (2013), Al-Sherman (2015), Al-Zein (2015), Alten, Phielix, Janssen, & Kester (2019) and Stratton, Chitiyo, Mathende, & Davis (2020). The most important features of the flipped classroom include the improvement of learning outcomes compared to traditional classroom-based learning; keeping pace with the requirements and data of the digital age; encouraging the optimal use of modern technology in education; increasing interaction between teacher and students; overcoming the shortage of qualified teachers; helping students of all levels to excel, in addition to those with special needs; taking into account individual differences among students; reducing the burden of homework; using class time for additional tasks and reinforcing what students learned at home; giving students an incentive to prepare before lecture time; liberating the teaching and learning process from space and time factors; providing immediate feedback to students from teachers during lectures; and overcoming the problem of forced absence suffered by some students.…”