Secondary students’ online self-regulated learning during flipped learning: A latent profile analysis

Alten, David C.D. van; Phielix, Chris; Janssen, José; Kester, Liesbeth

doi:10.1016/j.chb.2020.106676

Cited by 29 publications

(31 citation statements)

References 57 publications

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“…Apart from that, findings also revealed that high-achievers are able to engage critically and thoroughly in learning resources, through effort regulations and excellent time management techniques. On the contrary, low-achievers were associated with students' displaying inadequate engagement and time management tactics [25][65] [82]. Nevertheless, [83] specifies that students do have the capacity to self-regulate their learning processes, but the extent to which they exercise SRL is influenced by their motivation.…”

Section: Effects Of Srl On Academic Outcomesmentioning

confidence: 99%

“…Meanwhile, [16] used metacognitive support (MS) as a scaffolding technique with FC pedagogical agents, which was found to improve students' SRL strategies in the forethought, self-control, selfobservation, and self-reflection dimensions. Apart from this, the embedded SRL prompt in videos is another feature which facilitates active engagement in SRL processes [72][75][77] [82]. SRL prompts provide encouragement when the prompt indicates the importance and how to use the SRL processes, which also enhance learning through questioning [75].…”

Section: Effects Of Srl On Academic Outcomesmentioning

confidence: 99%

“…Meanwhile, three studies administered the Self-Regulated Online Learning Questionnaire (SOL-Q-R) with seven constructs which are: metacognitive activities before learning (4 items), during learning (6 items), after learning (4 items), time management (4 items), environmental structuring (3 items), help-seeking (4 items), and persistence (5 items) [75][77] [82]. Other self-report questionnaires used were: (1) the SRL scale, which comprises three aspects, which are forethought, performance (i.e.…”

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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Section: Effects Of Srl On Academic Outcomesmentioning

confidence: 99%

Section: Effects Of Srl On Academic Outcomesmentioning

confidence: 99%

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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“…Perilaku belajar mandiri mahasiswa menjadi bagian penting dalam desain flipped classroom sehingga harus dirancang secara cermat (Van Alten, Phielix, Janssen, & Kester, 2020). Flipped classroom lebih memanfaatkan keterampilan belajar mandiri mahasiswa ketika melaksanakan pembelajaran online (Van Alten, Phielix, Janssen, & Kester, 2021). Kunci keberhasilan pelaksanaan flipped classroom adalah dalam pemilihan desain yang sesuai dengan mempertimbangkan tujuan pembelajaran (Rawas, Bano, & Alaidarous, 2020).…”

Section: Pembahasanunclassified

Flipped Classroom: Metode Pembelajaran Tatap Muka Terbatas pada Masa Pandemi Covid-19

Supriatna¹

2021

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Proses pembelajaran online selama penutupan sekolah akibat dampak COVID-19 tidak dapat dilaksanakan secara optimal karena berbagai keterbatasan sehingga pemerintah mengeluarkan kebijakan pembelajaran tatap muka terbatas. Penelitian ini bertujuan mengetahui pengaruh metode flipped classroom pada pembelajaran tatap muka terbatas terhadap hasil belajar mahasiswa di STAI Al-Haudl Ketapang. Metode yang digunakan adalah quasi eksperiment dan analisis data dengan uji Independent Sample t Test. Hasil penelitian menunjukkan adanya pengaruh metode flipped classroom terhadap hasil belajar mahasiswa pada pembelajaran tatap muka terbatas sehingga pemilihan metode yang sesuai pada pembelajaran tatap muka terbatas dapat mengoptimalkan hasil belajar siswa. Penelitian lanjutan tentang metode pembelajaran yang sesuai dengan pembelajaran tatap muka terbatas agar terus dilakukan untuk mencari formulasi yang tepat pada pembelajaran tatap muka terbatas sehingga tujuan pembelajaran dapat tercapai dengan keterbatasan jumlah waktu tatap muka antara guru dan mahasiswa. The online learning process during school closures due to the impact of COVID-19 cannot be carried out optimally due to various limitations, so that the government issues a limited face-to-face learning policy. This study aims to determine the effect of the flipped classroom method on limited face-to-face learning on student learning outcomes at STAI Al-Haudl Ketapang. The method used is quasi-experimental and data analysis with Independent Sample t-Test. The results showed an effect of the flipped classroom method on student learning outcomes in limited face-to-face learning so that the selection of appropriate methods in limited face-to-face learning could optimize student learning outcomes. Further research on learning methods suitable for face-to-face learning is limited so that it continues to be carried out to find the proper formulation is limited face-to-face learning so that can be achieved learning objectives with the limited amount of face-to-face time between teachers and students.

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“…Flipped learning is based on the idea of technology integration into classroom teaching activities, where teachers and students are able to "flip" their classroom both prior to the class and in-class learning activities (Al Mamun et al, 2021;Birgili et al, 2021;Bredow et al, 2021;Ekici, 2021;Wahyuningsih & Baidi, 2021). In this approach, the use of technological tools is the key success of gaining the best results of students' performances in the teaching and learning process (Lin et al, 2021;Wardani & Suharto, 2021;Van Alten et al, 2021). Till today, flipped learning approach has been widely used in various teaching contexts around the world.…”

Section: Introductionmentioning

confidence: 99%

Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students

Pardosi

Liu

2021

JEMIn

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Flipped learning approach has recently gained much more attention and has widely been utilized as a new approach to assist student-centered learning activities across different contexts of teaching. The present study aims to examine the effect of flipped learning instruction on undergraduate students’ development of higher order thinking skills (HOTS). Drawing on a quasi-experimental design, this study recruited 70 Chinese science education students enrolled in ‘teaching with technology’ course; they were equally divided into flipped (experiment) and non-flipped (control) groups. Data were obtained from pre-tests and post-tests in both groups using a higher order thinking skill test, and were analyzed by means of sample t-test using IBM-SPSS version 24. The results showed that flipped group students outperformed the non-flipped students in terms of HOTS performance. There was a significant different between the results of flipped group students’ pre-test and post-test scores (p-value: 0.000 0.05). It suggests that the flipped learning instruction has a significant effect on the Chinese undergraduate students’ HOTS development. This study contributes to providing valuable insights for instructors and college curricula designers to incorporate flipped learning approach in teaching at university level.

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Secondary students’ online self-regulated learning during flipped learning: A latent profile analysis

Cited by 29 publications

References 57 publications

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

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

Flipped Classroom: Metode Pembelajaran Tatap Muka Terbatas pada Masa Pandemi Covid-19

Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students

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