Abstract:Flipped instruction, while becoming a more common pedagogical approach is still a nascent area for empirical research. This comparative case study of the use of flipped instruction in two courses -one face-to-face and the other online -by the same instructor examines how flipped instruction can be used differently in different courses. The study examines how students interact with flipped video content and how their use of it supports self-regulated learning. Findings suggest that flipped instruction both requires and cultivates self-regulated learning. Flipped instruction provides temporal 'space' for metacognition and increases student self-efficacy and motivation. While flipped instruction has limitations, it makes online learning more palatable. The paper concludes with recommendations for future research. Revital Zilonka, an international student from Israel, is a graduate student in the Department of Educational Leadership and Cultural Foundations at the University of North Carolina Greensboro (UNCG). While earning her Ph.D., Ms. Zilonka teaches at UNCG and works with pre-service teachers. She supports and is involved with community-based projects in North Carolina, and her scholarly research focuses on immigrant mother-daughter relationships in the context of the education system and parental involvement. KeywordsWhat the Flip: Impact of Flipped Instruction on Self-Regulated Learning Abstract: Flipped instruction, while becoming a more common pedagogical approach, is still a nascent area for empirical research. This comparative case study of the use of flipped instruction in two courses-one face-to-face and the other online-by the same instructor examines how flipped instruction can be used differently in different courses. The study examines how students interact with flipped video content and how their use of it supports self-regulated learning. Findings suggest that flipped instruction both requires and cultivates self-regulated learning. Flipped instruction provides temporal "space" for metacognition and increases student self-efficacy and motivation. While flipped instruction has limitations, it makes online learning more palatable. The paper concludes with recommendations for future research.

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