University students’ self-regulation, engagement and performance in flipped learning

Park, Sunyoung; Kim, Nam Hui

doi:10.1108/ejtd-08-2020-0129

Cited by 31 publications

(27 citation statements)

References 73 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the light of the reviewed studies and the available literature, it is sound to underscore that flipped language instruction might contribute to students' classroom engagement by increasing their motivation (Chen Hsieh et al 2017;Fisher, Perenyi, & Birdthistle, 2021;Park & Kim;, self-efficacy beliefs, developing autonomy (Han, 2015;Santikarn & Wichadee, 2018;Zainuddin & Perera, 2017) and self-regulation (Zou & Zhang, 2021). However, argue that studies investigating flipped instruction and self-regulated learning yielded inconsistent findings in the literature and note that learners' improvement in writing might be a consequence of receiving more and immediate feedback.…”

Section: Discussionmentioning

confidence: 99%

“…First of all, regarding the challenges of flipped instruction, teachers are required to ensure an environment that arouses student interest in flipped activities to encourage them to complete the relevant learning activities on time since it might be a problematic area (Wang & Qi, 2018). Even if instructors are very well-prepared for teaching and the pre-learning materials, it is not possible to gurantee the effectiveness of flipped learning without students completing the pre-learning assignments before class (Park & Kim, 2021). Teachers might also set reminders in order to make the whole class complete the flipped tasks before coming to classes.…”

Section: Implications For Practicementioning

confidence: 99%

See 1 more Smart Citation

A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review

Baltaci¹

2022

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

This study aims to explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, Eric and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students’ perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students’ achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Implications For Practicementioning

confidence: 99%

A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review

Baltaci¹

2022

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

show abstract

“…In contrast, [25] had 2% weightage for each weekly exercise that accounted for a total of 20% of the final grade. Likewise, [79] award 20% of the final grade for reviewing the videos before the in-class lesson (10%) and class participation (10%). Another study by [66] awarded 11% for pre-class tasks and 10% for after-class tasks.…”

Section: Effects Of Srl On Academic Outcomesmentioning

confidence: 99%

“…According to [102], a duration of at least eight weeks for flipped learning is considered as a positive situation to interact meaningfully with the learning environment in experimental studies. Samples from diverse populations [75] as different demographics [74], disciplines [66][69] [101], or academic culture [79][83] should be considered for future studies. According to [103], students with different backgrounds have distinct characteristics and preferences in learning.…”

Section: E the Direction Of Future Studiesmentioning

confidence: 99%

A Systematic Review of Self-Regulated Learning in Flipped Classrooms: Key Findings, Measurement Methods, and Potential Directions

et al. 2022

View full text Add to dashboard Cite

Online instruction through a flipped classroom approach has continued to gain popularity in recent years. Engaging learners' attention in achieving learning outcomes while they embrace the flexibility of online learning via flipped classroom remains an important topic among educators, educational institutions, and society. Studies have found that students who are equipped with self-regulated learning strategies thrive in such learning environments. The present study describes and analyses the state of research in self-regulated learning strategies and their association with the flipped classroom based on the review of articles published in Q1 and Q2 journals from 2016 to the middle of 2021. The systematic review is guided by instructions in PRISMA, where 32 scientific texts from four search databases, which are Science Direct, Scopus, ERIC, and ProQuest, were reviewed. The key findings present the effects of selfregulation on both academic and non-academic outcomes, as well as factors that influenced the outcomes. The findings also revealed six preferred methods to measure self-regulated learning in a flipped classroom, specifically through self-report questionnaires, being the most preferred approach followed by learning analytics, interviews, think-aloud protocols, reflective documents, and observation. Furthermore, the potential future areas of study as proposed by the review articles were detailed as prospect references. In conclusion, it is highly recommended for educators and future studies to integrate the essential characteristics of flipped learning as pointed out by the four pillars (F-L-I-P), which are: flexible environment, learning culture, intentional content, and professional educator. Ultimately, this warrants the successful integration of the flipped classroom into learning and facilitates the development of selfregulated learning strategies.

show abstract

“…Scholars argue that the overarching development of student learning experiences and outcomes requires a change in the curriculum [20], a shift in pedagogical perspective [21,22], a conducive learning environment [23,24], relevant mechanisms and processes [25], and thought and self-reflection [26,27]. The self-regulated learning strategies (SRLSs) are generally accepted as a playing a relevant role in undergraduate students' success [28].…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities

et al. 2022

View full text Add to dashboard Cite

Despite increasing focus on the importance of self–regulated learning for undergraduate students in universities in recent years, very little is known about its specific features in universities in developing countries, in general, and Ethiopia, in particular. This study examined the relationships of self-regulated learning strategies (SRLSs) with perceived learning and further assessed the relationships within the SRLS components in Ethiopian public universities. For this, the authors adopted Pintrich’s self-regulation theory as a guiding framework and used structural equation modeling (SEM) analysis. The sample used in the analysis pooled survey data from three randomly selected public universities and included volunteer undergraduate students having a major in Business and Economics and Engineering and Technology fields (n = 1142; male = 700 and female = 442), with mean age = 21.98 and SD = 2.50. The results indicated that the student SRLS and perceived learning gains scores were average values in terms of the magnitude of those measured variables. A two–step hierarchical regression analysis showed that the five components of SRLS that emerged from SEM analysis significantly predicted students’ perceived learning over and above the control variables (ΔR2 ≥ 0.38 and 39%) for the total samples. Moreover, the regression results showed that greater predictions were observed for the help–seeking component (0.35 ≤ β ≥ 0.47) than others, significantly positively predicting the perceived learning for the total samples. Overall, the findings of this study indicate that the SRLSs are relevant mechanisms to aid student success in higher education. The implications of the study are highlighted.

show abstract

University students’ self-regulation, engagement and performance in flipped learning

Cited by 31 publications

References 73 publications

A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review

A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review

A Systematic Review of Self-Regulated Learning in Flipped Classrooms: Key Findings, Measurement Methods, and Potential Directions

Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities

Contact Info

Product

Resources

About