A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course

The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and out-of-class practicing time. However, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self-efficacy and self-regulation. The experimental results indicated that the post-test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self-regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self-regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self-efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students' self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements. A self-regulated flipped classroom approach was proposed.The approach helped students effectively schedule their out-of-class time.An experiment was conducted in an elementary school math course.The approach improved the students' learning achievement, self-efficacy and self-regulation.The approach helped the students determine learning goals and performance.

[1]  Aaron Sams,et al.  Flip Your Classroom: Reach Every Student in Every Class Every Day , 2012 .

[2]  J. Wesley Baker,et al.  The "Classroom Flip": Using Web Course Management Tools to Become the Guide by the Side , 2000 .

[3]  Embry-Riddle Aeronautical,et al.  The Flipped Classroom: A Survey of the Research , 2013 .

[4]  Judy E. Gaughan.  The Flipped Classroom in World History. , 2014 .

[5]  S. Rasmussen,et al.  Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students , 2014 .

[6]  Guillaume Zufferey,et al.  Watching MOOCs together: investigating co-located MOOC study groups , 2014 .

[7]  Yu-Ju Lan,et al.  Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration , 2014, J. Educ. Technol. Soc..

[8]  Kenneth D. Jones,et al.  Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning , 2012, Internet High. Educ..

[9]  Jane Piirto,et al.  Creativity for 21st Century Skills: How to Embed Creativity Into the Curriculum , 2011 .

[10]  Peter Shea,et al.  Learning presence as a moderator in the community of inquiry model , 2012, Comput. Educ..

[11]  Gwo-Jen Hwang,et al.  The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning (CSCL) , 2012, Comput. Educ..

[12]  Danielle S. McNamara,et al.  Measuring deep, reflective comprehension and learning strategies: challenges and successes , 2011 .

[13]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[14]  M. Lage,et al.  Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment , 2000 .

[15]  Randall S. Davies,et al.  Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course , 2013 .

[16]  Maria K. DiBenedetto,et al.  Within the pipeline: Self-regulated learning, self-efficacy, and socialization among college students in science courses , 2013 .

[17]  Chris Dede,et al.  EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips , 2013, Comput. Educ..

[18]  Lynn Summers,et al.  Flipping the Classroom to Improve Student Performance and Satisfaction , 2022 .

[19]  Alton Yeow-Kuan Chua,et al.  Social question answering: Analyzing knowledge, cognitive processes and social dimensions of micro-collaborations , 2013, Comput. Educ..

[20]  Sanna Järvelä,et al.  Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools , 2014, Educational Technology Research and Development.

[21]  Wim Veen,et al.  Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments , 2015, Comput. Educ..

[22]  Jerry Chih-Yuan Sun,et al.  The effect of the flipped classroom approach to OpenCourseWare instruction on students' self-regulation , 2017, Br. J. Educ. Technol..

[23]  Barry J. Zimmerman,et al.  Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy , 1996 .

[24]  A. M. Veiga Simão,et al.  Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks? , 2015 .

[25]  Michael J. Prince,et al.  Effect of classroom gender composition on students’ development of self-regulated learning competencies , 2014 .

[26]  Marcus Hasselhorn,et al.  Lernförderung durch Anregung der Selbstregulation im naturwissenschaftlichen Unterricht , 2008 .

[27]  Esen Uzuntiryaki-Kondakci,et al.  Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. , 2013 .

[28]  Min Kyu Kim,et al.  The experience of three flipped classrooms in an urban university: an exploration of design principles , 2014, Internet High. Educ..

[29]  Marco Kalz,et al.  Time will tell: The role of mobile learning analytics in self-regulated learning , 2015, Comput. Educ..

[30]  Yen M. To,et al.  Measuring self-regulation in online and blended learning environments , 2009, Internet High. Educ..

[31]  Shannon Flumerfelt,et al.  Using Lean in the Flipped Classroom for At Risk Students , 2013, J. Educ. Technol. Soc..

[32]  Michael J. Jacobson,et al.  Th e KNOWLEDGE MEDIATOR FRAMEWORK: Toward the Design of Hypermedia Tools for Learning , 2000 .

[33]  Jacqueline E McLaughlin,et al.  Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom , 2013, American Journal of Pharmaceutical Education.

[34]  José Carlos Núñez,et al.  Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain , 2015 .

[35]  P. Lachenbruch.  Statistical Power Analysis for the Behavioral Sciences (2nd ed.) , 1989 .

[36]  Alaba Olaoluwakotansibe Agbatogun,et al.  Developing Learners' Second Language Communicative Competence through Active Learning: Clickers or Communicative Approach? , 2014, J. Educ. Technol. Soc..

[37]  J. M. Cortina,et al.  What Is Coefficient Alpha? An Examination of Theory and Applications , 1993 .

[38]  Billie Eilam,et al.  Long‐Term Self‐Regulation of Biology Learning Using Standard Junior High School Science Curriculum , 2014 .

[39]  Chen Schechter,et al.  Preservice teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes , 2013 .

[40]  William J Pluta,et al.  PBL and Beyond: Trends in Collaborative Learning , 2013, Teaching and learning in medicine.

[41]  H. Stoeger,et al.  Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning , 2015 .

[42]  Gwo‐Jen Hwang,et al.  Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies , 2015 .

[43]  Marek Hatala,et al.  Self-regulated Workplace Learning: A Pedagogical Framework and Semantic Web-based Environment , 2012, J. Educ. Technol. Soc..

[44]  B. Zimmerman.  Becoming a Self-Regulated Learner: An Overview , 2002 .

[45]  Kim Chwee Daniel Tan,et al.  How flip teaching supports undergraduate chemistry laboratory learning , 2014 .

[46]  Howard Margolis,et al.  Self-Efficacy: A Key to Improving the Motivation of Struggling Learners , 2004 .

[47]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[48]  Baharuddin Aris,et al.  Significance of preparedness in flipped classroom , 2015 .

[49]  Chun-Yen Chang,et al.  Preferred Actual Learning Environment ''Spaces'' and Earth Science Outcomes in Taiwan , 2006 .

[50]  Vicente Mellado Jiménez,et al.  Las emociones en la enseñanza de las ciencias , 2014 .

[51]  Baharuddin Aris,et al.  The influences of Flipped Classroom: A meta analysis , 2014, 2014 IEEE 6th Conference on Engineering Education (ICEED).

[53]  Kathleen E. Cook,et al.  Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course , 2013, IEEE Transactions on Education.

[54]  D. Glance,et al.  Flipping the sociology classroom: Towards a practice of online pedagogy , 2013 .