Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review

Rasheed, Rasheed Abubakar; Kamsin, Amirrudin; Abdullah, Nor Aniza; Kakudi, Habeebah Adamu; Ali, Auwal Shehu; Musa, Ahmad; Yahaya, Adamu Sani

doi:10.18178/ijiet.2020.10.11.1469

Cited by 35 publications

(20 citation statements)

References 43 publications

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“…and teachers' questioning), and engagement (with Kahoot!, peer and teachers). This finding supported the theoretical perspectives of self-regulation in FC (Rasheed et al, 2020), demonstrating first-year pharmacy students' ability to apply metacognitive processes such as planning, monitoring, controlling, and reflecting on their learning in the FC environment. These behaviours were inconsistently applied, indicating the need to support students' self-regulated learning in the transition to FC learning.…”

Section: Discussionsupporting

confidence: 79%

Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students

Wong

chia

et al. 2021

Pharm Educ

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Objective: To explore pharmacy students' experiences, barriers, and needs of first-year pharmacy students flipped classroom (FC) learning. Method: A qualitative study with focus groups was performed. Three focus group sessions with seventeen first-year pharmacy students were conducted. All sessions were audio-recorded, transcribed, and analysed for themes using an inductive thematic analysis approach. Results: Students, in general, found FC to be useful for learning and using a range of self-regulated learning strategies in the FC environment. Barriers identified were primarily to i-lectures and potentially hindered motivation and acceptance to pre-classroom preparation. Conclusions: There are students' reservations toward flipped classrooms attributed to individual motivation and barriers encountered. Students transitioning to flipped classroom approach require easy-to-learn and use pre-class learning materials tailored to students' level and preferences.

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Section: Discussionsupporting

confidence: 79%

Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students

Wong

chia

et al. 2021

Pharm Educ

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“…In the university context of the last two years, the transition from face-to-face to remote teaching, as a result of the limitations of the covid-19 pandemic, has strongly emphasized the need for students to possess pronounced selfmanagement skills in their learning processes in order not to fall behind on scheduled paths and deadlines and also to maintain a good level of perceived psychological well-being (Pelikan et al, 2021;Diotaiuti et al, 2021a). It has been observed in several studies how distractions at home and reduced social interaction with other students and faculty can negatively affect study time management and adaptation to the new emergency condition that requires students to have a higher level of autonomy and metacognitive control (Rasheed et al, 2020;Tezer, 2020;Alyami et al, 2021;Biwer et al, 2021;Diotaiuti et al, 2021b).…”

Section: Discussionmentioning

confidence: 99%

A Mediating Model of Emotional Balance and Procrastination on Academic Performance

et al. 2021

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Deficit in the management of time continues to be an important difficulty students are faced with. The present work aimed to test the hypothesis that self-regulation is the major predictor of academic performance and that this effect can be mediated both by the student’s emotional regulation and his propensity for procrastination. Participants were 450 university students who were administered MPP and AIP. The procedures involved the administration of instruments and the collection of average exam grades as a measure of academic performance. The effect of a specific component of self-regulation on academic performance, namely action orientation, was significant, while procrastination showed a limiting effect on the performative quality of the student. The model confirmed the mediation role of emotional balance on the effect that action orientation exerts on procrastination, and the mediation of procrastination in the relationship between action orientation and Academic Performance. Results of the study suggest focusing on student support and on prevention of procrastinating behavior through programs that enhance first of all student’s proactive attitude, planning skills, self-monitoring and effective/efficient time management, and secondly, emotional awareness and regulation of emotional response in situations of stress and performance anxiety.

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“…Though much attention is given in the academic literature of many sectors, this is not yet the case in studies of English / foreign language teaching. This lack of attention is regrettable, as the majority of the generation is now learning English (Rasheed et al, 2020). That is why teaching strategies should be designed to involve such students in the learning process.…”

Section: Introductionmentioning

confidence: 99%

application of digital technologies in teaching a foreign language in a blended learning environment

Ihnatova¹,

Poseletska²,

Matiiuk³

et al. 2021

lingcure

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Currently, many different approaches to higher education are being discussed with the requirements of the educational authorities. The importance and necessity of meeting the educational needs of the population, ensuring access to quality education and integrating education and science and technology are usually emphasised. Purpose of the study: to identify the specific features of the use of electronic textbooks (interactive publications) for teaching a foreign language on different online platforms in a distance learning environment. A systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies and for collecting and analysing data from identified studies. Educational materials need to be used on time and the spot. The Pinboard method can be used to increase the efficiency of the lesson. The word "pinboard" comes from the English language and means "pinboard backing", "pin board". The essence of this teaching method is that discussion and learning dialogue are connected practically. Its strengths are its developmental and educational functions. Students will develop a culture of communication and discussion, the ability to express themselves not only orally, but also in writing, and the ability to think logically and systematically.

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Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review

Cited by 35 publications

References 43 publications

Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students

Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students

A Mediating Model of Emotional Balance and Procrastination on Academic Performance

application of digital technologies in teaching a foreign language in a blended learning environment

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