Addressing Student Motivation, Self-regulation, and Engagement in Flipped Classroom to Decrease Boredom

Abstract

Abstract-The interplay teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. The pervasiveness of the boredom experienced by many students, along with its deleterious effects, clearly implies that educators, and teachers responsible for the design of academic settings should pay more attention to this emotion. With regard to the prevention or reduction of boredom, the present findings suggest that specific measures could focus on increasing the perceived values of activities in achievement settings. This study used mixed methodologies, including a student perception inventory and observations, to investigate whether teachers differ in their regulation mode during flipped lesson. This paper is an attempt to examine the impact of flipped classroom model on student's learning with particular focus on teacher's reflections on their learning process. The contribution of this research is that it qualifies the instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper would give a contribution to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.Index Terms-Boredom, flipped, observations of teacher practices, self-regulation. I. INTRODUCTIONSeveral motivation theories may be relevant to a discussion of boredom in learning environments: these include attribution theory, self-regulated learning, and goals theory.Researches on self-regulated learning show that self-regulation is an important factor in student learning.Recent studies have gone beyond the effect of boredom on achievement. These studies indicate that boredom is relate to: students' stress, impulsivity, procrastination, and it has significant consequences leading to truancy and school dropout (etc.).Since schools were first established, educators from the inside and reformers from the outside, have tried to change schools for the better. Question are frequently asked why Manuscript received October 12, 2015; revised December 23, 2015. This work was supported in part by the Research Project of National Interest (PRIN, 2010(PRIN, /2011) -Success training, inclusion and social cohesion: innovative strategies, ICT and valuation models‖ (Scientific Coordinator of the National Research Programme is Professor Gaetano Domenici). Starting from the standard measurement of learning, achieved through an external evaluation integrated with the internal evaluation prepared by the teachers, the Research Unit of Palermo, coordinated by Professor Giuseppe Zanniello, aims at both improving individual performance of pupils and teachers' professional skills.The authors are with the Educational Department, University of Palermo, 90100Italy (e-mail: alessandra.lamarca@unipa.it, leonarda.longo@unipa.it).some students are successful in some schools while in others they are not. Why do some students do not complete schooling?...

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