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Designing supports for promoting self-regulated learning in the flipped classroom

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Abstract

The flipped classroom model has gained prominence as advances in technology afford increasing opportunities for ubiquitous access to a variety of online resources. Despite the benefit of the flipped classroom model, flipped classrooms are not equally advantageous to all students due to its self-regulated nature. To address the issues in flipped learning, we explored principles for supporting self-regulated learning in flipped learning by synthesizing suggestions provided in previous research. We also conducted an empirical study to validate the identified principles by implementing a self-regulated learning support that combined a learner dashboard with a reflection interface in a real flipped classroom setting. While the dashboard interface utilized students’ learning traces to support students’ self-monitoring and evaluation, the reflection interface facilitated their follow-up reflection, which contributed to the cyclical process of self-regulated learning. The results indicated that the experimental group that used the support for self-regulated learning exhibited higher levels of self-regulated learning skills, behavioral engagement in pre-class sessions, cognitive engagement in in-class sessions, emotional engagement in both pre- and in-class session, learning performance than the control group. Implications for future research and directions for design and implementation of self-regulated learning supports are described.

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Acknowledgements

This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2020S1A5C2A04092451).

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Authors and Affiliations

  1. EduTech Convergence Lab, Ewha Womans University, Seoul, South Korea

    Meehyun Yoon

  2. Department of Career and Information Studies, College of Education, University of Georgia, Athens, GA, USA

    Janette Hill

  3. Department of Education, College of Education, Sungkyunkwan University, Hoam Hall 51206, 25-2 Sungkyunkwan-ro, Jongno-gu, Seoul, South Korea

    Dongho Kim

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  1. Meehyun Yoon
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Correspondence to Dongho Kim.

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Appendix 1: Means, standard deviations, and 95% confidence intervals

Appendix 1: Means, standard deviations, and 95% confidence intervals

 

LAD (N = 23)

Non-LAD (N = 22)

M

SD

M

SD

Agea

20.27

1.78

20.76

1.22

Semesterb

2.68

2.12

3.76

2.66

Pre-test

Self-regulated learningc

4.02

0.47

3.902

0.63

Behavioral engagementd

 Pre-class sessions

5.20

1.11

5.48

1.10

 In-class sessions

5.52

1.20

5.77

1.043

Cognitive engagementd

 Pre-class sessions

5.48

1.04

5.41

1.40

 In-class sessions

5.43

1.27

5.73

1.42

Emotional engagementd

 Pre-class sessions

5.04

1.11

4.64

1.89

 In-class sessions

5.70

1.11

5.18

1.89

Post-test

Self-regulated learning

4.60

0.62

4.03

0.65

Behavioral engagement

 Pre-class sessions

6.35

1.02

5.68

1.35

 In-class sessions

6.46

0.90

6.09

1.02

Cognitive engagement

 Pre-class sessions

6.39

1.08

5.86

1.13

 In-class sessions

6.52

0.85

5.91

1.27

Emotional engagement

 Pre-class sessions

6.17

0.98

4.91

1.34

 In-class sessions

6.52

0.95

5.59

1.26

Quiz scoree

57.10

23.79

38.64

25.25

Video completion rate (%)e

62.39

30.44

42.96

24.59

  1. CI confidence interval
  2. aPossible range of age: 18–25
  3. bPossible range of semester: 0–7
  4. cPossible range of self-regulated learning: 1–5
  5. dPossible range of behavioral engagement, cognitive engagement, and emotional engagement: 1–7
  6. ePossible range of quiz score, video completion rate (%): 0–100

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Yoon, M., Hill, J. & Kim, D. Designing supports for promoting self-regulated learning in the flipped classroom. J Comput High Educ 33, 398–418 (2021). https://doi.org/10.1007/s12528-021-09269-z

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