How Well do They Self-regulate? A Case Study of Two Undergraduate Students’ Self-regulated Learning in a Telecollaborative Flipped Classroom

Abstract

Abstract-This paper presents case studies of two undergraduate learners studying to become primary school teachers. The qualitative analysis focused on their self-regulated learning (SRL) in a highly demanding technology-enhanced university course employing an instruction model that combines flipped classroom and telecollaboration. The study aimed to identify problems they face in each of the three phases of Zimmermanś model of self-regulated learning: forethought, performance and self-reflection. The data was collected using an online questionnaire, self-made screen recordings of students´ work on tasks, snapshots of their use of Trello for work organization and recordings of online Skype meetings. Several problems were found in all the three phases of students´ SRL. The paper presents these problems and discusses possible causes and solutions that can help improve the course that is the context of this study as well as similar technology-enhanced courses.