Technology-Based Strategies Predicated on Self-Regulated Learning in a Flipped Computer Programming Classroom

Abstract

The lack of self-regulation is believed to be at the centre of learning difficulties experienced by novice programming students. The Flipped Classroom Model (FCM) is a constructivist pedagogical strategy that could be used to engage students in a programming classroom. While the traditional approach to learning remains a passive environment, the FCM enhances active learning, problem solving while facilitating an unlimited access to the learning content. However, the success of the FCM depends extensively on a student’s capability to self-regulate their learning process. As the FCM is a combination of face-to-face and online environments, Self-Regulated Learning (SRL) becomes more germane within the online dimension of the model. This study aims to identify the strategies for SRL that can improve the achievement of learners within a Flipped Programming classroom – specifically to reflect on the design features that should be considered for the adoption of technological tools to support SRL in a Flipped Programming classroom. This involved identifying relevant technological features to facilitate SRL strategies and the self-regulation phases leveraging a systematic review approach. The findings of this study could potentially maximise the student’s self-regulation capacity to learn programming within an FCM.