Self-regulated learning support in flipped learning videos enhances learning outcomes

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

doi:10.1016/j.compedu.2020.104000

Cited by 136 publications

(112 citation statements)

References 66 publications

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“…Broad academic consensus has been reached on the importance of sufficient SRL support in the development of SRL skills (Muijs & Bokhove, 2020;Quigley et al, 2018). Previous research has shown that one effective way to implement this is by supporting students' SRL in an FL context (e.g., van Alten et al, 2020b;Lai & Hwang, 2016;Moos & Bonde, 2016;Yılmaz et al, 2018). However, less is known about the extent to which SRL support should be personalized to students' differences in SRL skills.…”

Section: Discussionmentioning

confidence: 99%

“…We excluded nine students due to non-compliance, as they did not watch at least 70% of the instructional videos (cf. van Alten et al, 2020b). For the students in the SRL support group, non-compliance indicates that they were not sufficiently exposed to our intervention, which hinders a fair comparison of the impact of the SRL support variant.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research has found positive effects of SRL support on FL outcomes in primary education (e.g., Lai & Hwang, 2016), secondary education (e.g., van Alten et al, 2020b), and higher education (e.g., Moos & Bonde, 2016;Yılmaz et al, 2018). In these studies, students' SRL was supported during learning in (online) pre-class activities, for instance by SRL prompts in the instructional videos, a self-regulated monitoring system to provide students feedback on their SRL activities, or SRL instructions about effective SRL behavior.…”

Section: Supporting Self-regulated Learning During Flipped Learningmentioning

confidence: 99%

“…The design and data of the current study originated from a previously conducted quasi-experiment, in which the researchers asked the variable-centered question as to what was the effect of SRL support in FL pre-class videos on students' SRL and learning outcomes (van Alten et al, 2020b). The lesson series was about the Industrial Revolution and consisted of 10 lessons, with eight instructional videos, over the course of eight weeks.…”

Section: Procedure Design and Course Materialsmentioning

confidence: 99%

“…Previous research has shown the value of SRL support to the whole group of students during online pre-class FL. This variable-centered approach demonstrated that SRL support on average enhances students' SRL and learning outcomes (e.g., van Alten et al, 2020b;Lai & Hwang, 2016;Moos & Bonde, 2016;Yılmaz et al, 2018). However, given the personalized learning perspective, previous research on students' SRL in online learning environments showed that students' SRL skills vary greatly (Barnard-Brak et al, 2010;Broadbent & Fuller-Tyszkiewicz, 2018;Jovanović et al, 2017;Maldonado-Mahauad et al, 2018;Ning & Downing, 2015;Vanslambrouck et al, 2019).…”

Section: Introductionmentioning

confidence: 97%

See 4 more Smart Citations

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

Alten¹

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Supporting Self-regulated Learning During Flipped Learningmentioning

confidence: 99%

Section: Procedure Design and Course Materialsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

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

Alten¹

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Unravelling the effectiveness of self‐regulated language learning intervention on Chinese EFL Students’ motivation, strategic competence and English proficiency: A mixed methods study

Yang,

Wang,

Yang

2024

British Educational Res J

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Self‐regulated learning (SRL) is considered a critical competence for lifelong learning that requires explicit instruction and consistent practice, especially for college students. Despite the abundant intervention studies on the role of SRL in students’ academic performance in the Western world, very little is known in China in English as a foreign language (EFL). To address this issue, the current study utilised a mixed‐methods approach to investigating the effectiveness of self‐regulated language learning intervention (devised using Zimmerman's cyclical phase model of SRL) on Chinese EFL learners. One hundred sophomores from two intact classes were recruited to either an experimental or a control group and evaluated at pre‐, mid‐ and post‐tests for motivation, strategic competence and English proficiency. After the post‐test, 30 students were selected to accomplish follow‐up semi‐structured interviews. The quantitative results revealed a significant increase for the experimental group for the three assessed variables in comparison with the control at the post‐test. In addition, the qualitative results were employed to explore the diverse differences between the high and low achievers and the perceived variances after the intervention, which provided comprehensive knowledge of the SRL foreign language acquisition. Meanwhile, the limitations and the theoretical and pedagogical implications were further discussed.

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Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

Hew,

Huang

2023

Future in Educational Research

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In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self‐regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self‐regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.

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Self-regulated learning support in flipped learning videos enhances learning outcomes

Cited by 136 publications

References 66 publications

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

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

Unravelling the effectiveness of self‐regulated language learning intervention on Chinese EFL Students’ motivation, strategic competence and English proficiency: A mixed methods study

Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

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