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

Abstract

Flipped learning (FL) involves students preparing learning materials before class (e.g., by watching a lecture video), and applying the learning materials during class. FL has become a widespread teaching method in all levels of education. In the current dissertation, we answer two main research questions. First, what are the effects of FL on students’ learning outcomes and satisfaction, and is this affected by certain study characteristics? Second, what is the role of secondary education students’ Self-Regulated Learning (SRL) during FL? First, we found a positive effect of FL on learning outcomes compared to non-FL classrooms, based on a meta-analysis of 114 studies. We found that sustaining face-to-face time and adding quizzes positively influenced the effects. Furthermore, we found no effect on students’ satisfaction based on 22 studies. Second, we conducted two studies amongst eighth-graders during a Flipped History classroom for seven weeks. We investigated the effects of video embedded SRL support on online SRL behavior (self-reported and trace data) and learning outcomes. One of the main findings was that students who received the video embedded SRL prompts and instruction performed significantly better in the learning outcome test. In addition, we conducted a fourth study to identify SRL profiles in students’ online SRL activities. We found five significantly distinct profiles, from low completion and no activity to full completion and very high activity. Students in the profile which showed low SRL activity achieved significantly worse learning outcomes than students in the profiles with higher SRL activity. Summarized, this dissertation showed that, when designed adequately, FL can contribute to students' learning.