Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model

Shih, Meilun; Liang, Jyh Chong; Tsai, Chin Chung

doi:10.1080/10494820.2018.1541909

Cited by 40 publications

(34 citation statements)

References 30 publications

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“…Learners’ self‐regulation refers to their ability to monitor and regulate the learning process through cognitive and metacognitive strategies (Zimmerman, 2002). Research on the online learning issues in the context of distance education, massive open online courses (MOOCs) and flipped classrooms was interested in exploring learners’ self‐regulation (eg, Cho & Shen, 2013; Kizilcec, Pérez‐Sanagustín, & Maldonado, 2017; Shih, Liang, & Tsai, 2019). For example, Yukselturk and Bulut (2007) reported that students’ self‐regulated learning ability (eg, setting learning goals or monitoring their learning process) is a key factor in achieving success in online courses.…”

Section: Introductionmentioning

confidence: 99%

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

Cheng

Tsai

2020

Brit J Educational Tech

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Section: Introductionmentioning

confidence: 99%

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

Cheng

Tsai

2020

Brit J Educational Tech

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“…Previous studies [36,37] found that one of the main reasons for the high dropout rate in online courses is students' self-regulation failure, as they fail to estimate the required time and efforts to complete learning tasks, and they lack time-management skills, which leads to academic procrastination. Multiple studies explored the role of SRL skills in different types of online learning settings, including massive open online courses (MOOCs) [37][38][39], blended learning [40], and flipped classrooms [41]. Only one study [42] investigated SRL in the context of emergency remote teaching during COVID-19 and found that SRL strategies are positively related to students' learning performance.…”

Section: Self-regulated Learningmentioning

confidence: 99%

The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning

Alhazbi

Hasan

2021

Sustainability

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Due to the COVID-19 pandemic, schools and universities across the world have had to switch to online learning, which is offered either synchronously or asynchronously. This study examined the role of self-regulation on students’ performance in each of these modes by comparing the use of self-regulation skills between high and low achievers in each mode and assessing the relationships of using these skills with students’ performance. The data were collected from students who enrolled in a data structures course in fall 2020 in either synchronous or asynchronous mode. The results show that self-regulation is an essential factor for learners’ success in both modes of online learning. However, there was a variance of using self-regulating learning strategies between students in synchronous and asynchronous modes.

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“…Self-regulated learning, as defined by Pintrich (2000) , is an engaged, practical approach that enables learners to set their learning objectives and monitor, manage and adjust their behavior, enthusiasm, and thinking as they achieve them. A study has shown that academic success is strongly influenced by self-regulation ( Kızıl and Savran, 2018 ; Shih et al, 2019 ). It is stated that even language skills such as writing skills can be improved by using self-regulation techniques ( Graham and Harris, 2000 ).…”

Section: Review Of Literaturementioning

confidence: 99%

The Interplay of EFL Students’ Enjoyment, Hope, Pride and Self-Regulation

Yin

2021

Front. Psychol.

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Nowadays, emotions are among the most significant issues in the route of learning a language that should be taken into consideration. Consistent with the fundamental function of positive psychology (PP) and also the theory of broaden-and-build, enjoyment in language learning especially the foreign language is among those positive emotions that encourage EFL learners to develop their perspective to achieve. Efforts to apprehend and develop the academic achievement of EFL learners have also progressively concentrated on self-regulation as it boosts learners’ enjoyment, hope, pride, self-control, and learning. Besides, in line with the investigations of these positive emotions, principles of PP, the present review makes every effort for the interplay and its effects in language learning. It is pertinent to state that the present review of studies can benefit academic organizations, professional development centers, policymakers in the academic community to consider the role of emotions, namely positive ones and their positive impact on language learning.

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Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model

Cited by 40 publications

References 30 publications

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning

The Interplay of EFL Students’ Enjoyment, Hope, Pride and Self-Regulation

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