Designing Supports for Promoting Self-Regulated Learning in the Flipped Classroom
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| Title: | Designing Supports for Promoting Self-Regulated Learning in the Flipped Classroom |
|---|---|
| Language: | English |
| Authors: | Yoon, Meehyun, Hill, Janette, Kim, Dongho |
| Source: | Journal of Computing in Higher Education. Aug 2021 33(2):398-418. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Metacognition, Teaching Methods, Flipped Classroom, Learning Strategies, Comparative Analysis, Educational Benefits, Educational Technology, Learning Processes, Reflection, Learner Engagement, Independent Study |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1302623 |
| Database: | ERIC |
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