The role of self-regulated learning in students' success in flipped undergraduate math courses

Sun, Zhiru; Xie, Kui; Anderman, Lynley H.

doi:10.1016/j.iheduc.2017.09.003

Cited by 236 publications

(218 citation statements)

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“…The flipped classroom differs from the earlier blended learning model in that it consists of two types of learning, which form the two learning phases (Bergmann & Sams, 2012;Bishop & Verleger, 2013). The first phase is the pre-class individual learning phase, during which the students are exposed to the learning content through a variety of media formats, such as video and text (Bergmann & Sams, 2012;Bishop & Verleger, 2013;Mohamed & Lamia, 2018;Sun et al, 2018). The second phase is the in-class interactive learning phase, in which students have various types of interactive learning activities, such as Q&A, explanation of advanced concepts, discussions, problem solving and collaborative projects (Long, Cummins, & Waugh, 2017;Kim & Park, 2017;Lee, Lim & Kim, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The second phase is the in-class interactive learning phase, in which students have various types of interactive learning activities, such as Q&A, explanation of advanced concepts, discussions, problem solving and collaborative projects (Long, Cummins, & Waugh, 2017;Kim & Park, 2017;Lee, Lim & Kim, 2017). In the flipped classroom, students are transformed from passive learners to active learners (Kim & Park, 2017;Sun et al, 2018). In the pre-class learning phase, students can control their learning pace (Bergmann & Sams, 2012;Sun et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the flipped classroom, students are transformed from passive learners to active learners (Kim & Park, 2017;Sun et al, 2018). In the pre-class learning phase, students can control their learning pace (Bergmann & Sams, 2012;Sun et al, 2018). The in-class interactive learning activities not only offer students more responsibilities for their own learning, but also require more complex thinking and reasoning skills (Elmaadaway, 2018;Kim & Park, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Instructors who implemented the flipped classroom were typically with high-performance expectancy for helping their students to meet the course and work force requirements (Long et al, 2017). Instructors' performance expectancy that the flipped classroom could improve students' grades, problem-solving skills, critical thinking skills, practical skills and collaborative skills, was also significantly influential to their adoption decisions (Long et al, 2017;Sun et al, 2018).…”

Section: Performance Expectancymentioning

confidence: 99%

“…The flipped classroom is an instructional model in which subject learning information is introduced to students before class typically using technology, and allows more advanced learning activities during in‐class time, meaning students have more opportunities to participate in meaningful interactive activities such as Q&A, discussions and explanations of advanced concepts, and collaborative projects (Boucher, Robertson, Wainner & Sanders, ). Research has shown that as an innovative, student‐centered, active learning instructional model, the flipped classroom can have a positive impact on students’ learning in higher education (Elmaadaway, ; Kim & Park, ; Sun, Xie & Anderman, ). However, much of the recent research on the flipped classroom is based on students’ self‐reported data regarding their experiences, attitudes and perceptions during their flipped classroom learning, and typically focus on a specific and single flipped classroom course (Elmaadaway, ; Lopes & Soares, ).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

Long¹,

Cummins²,

Waugh³

2018

Brit J Educational Tech

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The flipped classroom is an instructional model which allows for more advanced learning activities during in‐class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self‐efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self‐efficacy.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Performance Expectancymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

Long¹,

Cummins²,

Waugh³

2018

Brit J Educational Tech

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Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

Sadik

Abdulmonem

2020

Anatomical Sciences Ed

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One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018-2019) and the traditional group (49 students) of the academic year (2017)(2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads.

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An examination of the self‐regulation for science learning of middle school students with different achievement levels

Karaca

Bektaş

TARKIN-ÇELİKKIRAN>

2022

Psychology in the Schools

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This research aims to examine the self-regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self-reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students who have different academic achievement levels and are studying at different levels of a middle school in Kayseri province, Turkey. The data of the research were collectedthrough semistructured interviews and analyzed using content analysis. It was determined that each phase of self-regulation was not compatible with academic achievement, and individual differences came to the fore in students' self-regulation. The authors concluded that a student's level in all subdimensions of self-regulation was not the same.They also found that not only academic achievement affected the subdimensions of self-regulation, but also individual factors and differences.

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The role of self-regulated learning in students' success in flipped undergraduate math courses

Cited by 236 publications

References 50 publications

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning

An examination of the self‐regulation for science learning of middle school students with different achievement levels

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