Abstract
Fully online flipped classrooms (FC) have gained prominence as an alternative to the conventional flipped approach during the pandemic. However, fully online FC greatly increases the need for student to be self-regulated learners. Past research has often shown that students struggle with self-regulation in fully online learning environments. To address this issue, the present study implemented a recommendation approach in an online course to improve students’ self-regulation skills. We investigated the following issues: (a) whether students who were exposed to the recommendation approach performed better in conducting self-regulated learning, (b) the most relevant supported strategies toward improving self-regulation skills, and (c) students’ perceptions of the self-regulated learning recommendation approach. We found that students who were exposed to the recommendation approach demonstrated better performance. Moreover, goal setting and planning was the most frequently used, as well as effective strategy for developing self-regulation skills. Students’ perceptions along with our discussions of the findings serve as insightful implications for future research.
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This study was funded by a UGC Special Grant for Strategic Development of Virtual Teaching and Learning 2021–23.
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Du, J., Hew, K.F., Jia, C., Li, L. (2022). Designing a Recommendation Approach to Scaffold Self-regulated Learning in Fully Online Flipped Classroom. In: Li, R.C., Cheung, S.K.S., Ng, P.H.F., Wong, LP., Wang, F.L. (eds) Blended Learning: Engaging Students in the New Normal Era. ICBL 2022. Lecture Notes in Computer Science, vol 13357. Springer, Cham. https://doi.org/10.1007/978-3-031-08939-8_16
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