Abstract
The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms.
Highlights
The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement
Todays education involves the use of technology, self-regulation has been a constant challenge that researchers in various or all online learning instructions are constantly battling with, due to the freedom, flexibility and authority granted to learners in these environments
Results of the study shows that students in flipped classroom apply their self-learned knowledge and adopt better self-regulation strategies for their online activities
Summary
The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Behavioral and contextual regulation involves time and study environment, peer learning, effort regulation and help seeking. In blended learning as well as its derivative - flipped classrooms, students are required to self-regulate their studying activities in their online component sessions. Students’ self-regulation behavior in pre class component (online component of blended learning) of flipped classroom involves adopting the necessary online learning strategies and scaffolds such as online help-seeking, proper time management, the ability to actively monitor emotional states such as frustration, online discussions, reading study materials promptly and not procrastinating study tasks till deadlines
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