Exploring Students’ Experiences of Self-Regulated Learning during a Large Flipped Classroom Course in Teacher Education

Abstract

The aim of the study was to explore teacher students' experiences of self-regulated learning and the teaching-learning environment during a course following the Flipped Classroom approach. Theoretical perspectives include self-regulated learning and motivation, especially in terms of the fore-thought phase in which the students set goals for their studying and learning processes, and monitoring. Goals are approached, in addition to the immediate study context, from more general perspectives of teacher education preferences. This study consists of two parts. In Study 1, 156 Finnish teacher students responded in the initial survey and 144 students responded to the final survey. Altogether, 89 students responded to all the questionnaires. Study 2 includes interviews with six teacher students. The data were analyzed by using mixed methods including qualitative content analyses and various quantitative analyses. The results suggested that students come with various goals and interests in this kind of course and these are related to their experiences of the teaching-learning environment in various ways. Results also revealed that teacher students seem not to set clear goals for their studying on the course level, but broader teacher education preferences were related to their experiences of the teaching-learning environment. Also, student interest in the course seemed to be quite persistent as the original interest is related to the level of interest at the end of the FC course.

Flipped Classroom in Improving ESL Primary Students’ Tenses Learning

“…Furthermore Hirsto, Väisänen, and Arffman (2019) added under theoretical perspectives in flipped classroom, selfregulated learning and motivation, especially in terms of the fore-thought phase in which the students set goals for their studying and learning processes, and monitoring are also one of the important parts in flipped learning. The learning should focus on not only achieving goals for the students but also teachers' perspectives and preferences as well (Hirsto et al, 2019).…”

“…It may also due to lack or less of practical studies; the Malaysian teachers were not assured to use the flipped approach in lower primary school (Lie & Yunus, 2019). Students also need to change their habit or usual way of doing things in the new learning environment by studying the given contents before class which seems rather challenging for younger students (Hirsto et al, 2019). Nonetheless, there has yet any study conducted especially for lower primary students in rural area in this country after the implementation of CEFR that based on the perception and attitude in flipped approach towards grammar learning.…”

Trusting the Explainers: Teacher Validation of Explainable Artificial Intelligence for Course Design

“…Unfortunately, MOOCs suffer from a high drop-out and low success rates. Furthermore, prior research has shown that students often do not possess the self-regulated learning skills necessary to succeed in flipped classrooms (a form of blended learning) [14]. Both MOOC and flipped classroom scenarios could therefore benefit from models being able to predict student success accurately and in an interpretable way.…”

Experiences and outcomes of craft skill learning with a 360° virtual learning environment and a head-mounted display

“…flipped learning (cf. Hirsto et al, 2019). Moreover, if the basis of a skill were observed beforehand via 360 video, the time in the classroom or workshop could be efficiently used for hands-on practice with teacher supervision.…”