ERIC Number: EJ1330963
Record Type: Journal
Publication Date: 2022-Apr
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1726
EISSN: N/A
The Effects of the Regulated Learning-Supported Flipped Classroom on Student Performance
Jung, Hyojung; Park, Seung Won; Kim, Hyun Song; Park, Jongchan
Journal of Computing in Higher Education, v34 n1 p132-153 Apr 2022
Flipped classrooms have been growing in popularity in higher education for their potential to promote students' active engagement in learning. Ironically, the key to the success of flipped classrooms is the agency of students to actively participate in learning. The flipped classroom approach requires students' responsibility for their learning and a high level of self-regulation in completing individual and collaborative learning tasks. However, many college students tend to be more comfortable with a traditional, passive form of lecture-based course and are not yet prepared for an active form of learning. In this study, we developed a regulated learning-supported flipped classroom framework grounded in self-regulation and social regulation research. The purpose of this study was to investigate the impact of the regulated learning-supported flipped classroom on student engagement and performance. Our results showed that the flipped classroom with regulation guidance had a significant influence on students' use of higher-order cognitive skills. The implications of this study are further discussed based on the findings.
Descriptors: Flipped Classroom, Academic Achievement, College Students, Self Control, Learner Engagement
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A