Designing supports for promoting self-regulated learning in the flipped classroom
- Authors
- Yoon, M[Yoon, Meehyun]; Hill, J[Hill, Janette]; Kim, D[Kim, Dongho]
- Issue Date
- Aug-2021
- Publisher
- SPRINGER
- Keywords
- Flipped classroom; Supports for self-regulated learning; Blended learning; Higher education; Log data
- Citation
- JOURNAL OF COMPUTING IN HIGHER EDUCATION, v.33, no.2, pp.398 - 418
- Indexed
- SSCI
SCOPUS
- Journal Title
- JOURNAL OF COMPUTING IN HIGHER EDUCATION
- Volume
- 33
- Number
- 2
- Start Page
- 398
- End Page
- 418
- URI
- https://scholarworks.bwise.kr/skku/handle/2021.sw.skku/821
- DOI
- 10.1007/s12528-021-09269-z
- ISSN
- 1042-1726
- 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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Collections - Education > Department of Education > 1. Journal Articles
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