Students’ Self-Regulated Learning Strategies in the Online Flipped Classroom
The online flipped classroom model (OFC) is increasingly being adopted in higher education. However, little is known about the effect of OFC on students’ self-regulated learning (SRL). The current study explored the students’ SRL strategy in the OFC. A quantitative method with multiple linear regres...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat de Lleida (UdL) |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:repositori.udl.cat:10459.1/465880 |
| Acceso en línea: | https://doi.org/10.9743/JEO.2024.21.3.4 https://hdl.handle.net/10459.1/465880 |
| Access Level: | acceso abierto |
| Palabra clave: | Online flipped classroom Self-regulated learning Higher education |
| Sumario: | The online flipped classroom model (OFC) is increasingly being adopted in higher education. However, little is known about the effect of OFC on students’ self-regulated learning (SRL). The current study explored the students’ SRL strategy in the OFC. A quantitative method with multiple linear regression analysis based on online survey data was used to assess how 111 first-year, English literature students at a university in Indonesia used SRL strategies after implementation of the OFC. The results indicated that the students’ experience in relation to the OFC was positive and their self-regulation of goal setting, environment structure, and help seeking were developed. Based on the results of correlation analysis it was found that the OFC experiences significantly correlated to the students’ SRL skill. Suggestions for effectively designing OFC approaches to develop students’ SRL are proposed and areas needing future research are discussed. |
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