Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance

Abstract

In recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home before class so that the teacher can lead students to participate in activities, problem-solving, and discussions. Yet the design or use of technology that employs planned instructional strategies with sustainable support of self-regulation is scant. We propose a technology-enhanced flipped language learning system (Flip2Learn) that provides facilitation and guidance for learning performance and self-regulation. A quasi-experimental study was carried out to examine whether & Sams, 2012). Presumably, the use of advanced technologies in this manner gives students more opportunity to engage in active learning during the class because they have prepared and are ready to participate in more interactive, higher-order thinking activities. In turn, students' performance can be monitored continually by the teachers, and students can receive more personalized feedback from them (Fulton, 2012). To fully participate in class activities, students must watch or listen to online materials prepared by the teachers. However, research has shown that not all students benefit equally from learning by video lecture or other multimedia formats (Filiz & Kurt, 2015). As a result, we cannot merely ask our students to watch online materials alone without any support prior to participation in a flipped classroom (Horn, 2013). In this study, therefore, we sought to use technology in combination with planned instructional strategies to better equip students prior to class participation, which in turn, increases their readiness and helps to maximize the benefits of the flipped classroom.Below, we succinctly introduce and synthesize the literature on flipped classrooms and language learning and describe the self-regulation skills that are required for language acquisition. We then describe the design of a technology-enhanced self-regulated learning (SRL) model and associated research questions, followed by the methodology to evaluate the effectiveness of the learning system to facilitate the flipped learning experience. The paper concludes with a discussion of the results and their theoretical and practical implications. | REVIEW OF RELEVANT LITERATURES | Flipped classroom and language learningThe flipped classroom model has attracted strong advocates among educators looking for alternatives to traditional teaching methods.

Flipped education may help in the education of junior general surgery residents in their trauma rotation; a mixed-method study

“…Other studies have shown the effects of ipped learning in metacognitive skills [40]. One main reason is that in this method, the residents have the authority to manage resources, pace, place, and time which makes them capable of self-regulation and performance [18,34,41]. In our study, we found that the residents were highly satis ed with their curriculum and uniquely interactive case-based discussion.…”

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19

“…The collaborative methodology implemented through LMS with additional technologies will guide student learning processes and provide oriented feedback to processes [13]. This methodology is useful through automated and individualized resources, so that the help each student may need is available at any time [14]. Nevertheless, learning autonomy with an LMS is a related disadvantage, due to the need for continuous supervision of the LMS by the teacher.…”

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“…The majority of students (89.8%) felt the quiz status icons helped them monitor their progress. The ability to monitor progress is an important part of self-regulated learning (Zimmerman, 2002) and students have been shown to be more self-regulated when they feel more autonomous in their learning (Sierens et al, 2009).…”