Using Self-Regulated Learning Strategies in a Flipped Learning to Improve Students’ Metacognition
PROCEEDING
Amani Bin jwair, SIU, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
This paper shows the importance of investigating self-regulated learning (SRL) strategies in the flipped learning (FL) approach to improve higher education students’ metacognitive skills. The goal of utilizing SRL strategies in the FL approach is to empower students to become independent learners. For example, when using SRL strategies in the classroom, teachers can give various performance outcomes (such as quizzes), provide immediate feedback, and teach several learning strategies. Although all of these methods can effect positive changes in students’ self-regulated beliefs and behavior, the key element is providing students with frequent performance opportunities (Cleary & Zimmerman, 2004). Indeed, highly self-regulated learners feel empowered because of an underlying belief that success is largely dependent on one’s skill in effectively using and adjusting strategies. Therefore, the biggest step in training individuals to become self-regulated is to cultivate the belief that academic success is controlled by the student (Cleary & Zimmerman, 2004).
Citation
Bin jwair, A. (2018). Using Self-Regulated Learning Strategies in a Flipped Learning to Improve Students’ Metacognition. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 69-75). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/184181/.
© 2018 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research& Development, 34(1), 1–14. Doi:10.1080/07294360.2014.934336
- Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210.
- Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231.
- Braxton, J.M., Milem, J.F., & Sullivan, A.S. (2000). The influence of active learning on the college student departure process: Toward a revision of Tinto’s theory. The Journal of Higher Education, 71(5), 569–590.
- Brookhart, S.M. (2011). Tailoring feedback. The Education Digest, 76(9), 33–36.
- Butzler, K.B. (2016). The synergistic effects of self-regulation tools and the flipped classroom. Computers in the Schools, 33(1), 11–23.
- Çakıroğlu, Ü., & Öztürk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Journal of Educational Technology& Society, 20(1), 337–349.
- Chiu, P.H.P., & Cheng, S.H. (2017). Effects of active learning classrooms on student learning: A two-year empirical investigation on student perceptions and academic performance. Higher Education Research& Development, 36(2), 269–279.
- Cleary, T.J., & Zimmerman, B.J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐ regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537–550.
- DeLozier, S.J., & Rhodes, M.G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151.
- Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
- Gibson, M., Hauf, P., Long, B.S., & Sampson, G. (2011). Reflective practice inservice learning: Possibilities and limitations. Education& Training, 53(4), 284–296.
- Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A white paper based on the literature review titled a review of flipped learning. Retrieved from https://flippedlearning.org/wpcontent/uploads/2016/07/WhitePaper_FlippedLearning.pdf
- Hao, Y., & Lee, K.S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260.
- Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology& Society, 15(1), 38–52.
- Kim, M.K., Kim, S.M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
- Kong, S.C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers& Education, 89, 16–31.
- Labuhn, A.S., Zimmerman, B.J., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standards. Metacognition and Learning, 5(2), 173–194.
- Lai, C.L., & Hwang, G.J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers& Education, 100, 126–140.
- Levy, N.R. (1996). Teaching analytical writing: Help for general education middle school teachers. Intervention in School and Clinic, 32(2), 95–103.
- Liu, Z., Wei, L., & Gao, X. (2016). A study on self-regulated micro-course learning and implicitly layered flipped classroom. Theory and Practice in Language Studies, 6(4), 870–877.
- MacKinnon, G. (2015). Determining useful tools for the flipped science education classroom. Contemporary Issues in Technology and Teacher Education, 15(1), 44–55.
- Montalvo Prieto, A., & Flórez Torres, I.E. (2008). Características de los cuidadores de personas en situación de cronicidad. Cartagena (Colombia): Un estudio comparativo. Salud Uninorte, 24(2), 181–190.
- Moos, D.C., & Bonde, C. (2016). Flipping the classroom: Embedding self-regulated learning prompts in videos. Technology, Knowledge and Learning, 21(2), 225–242.
- Nicol, D.J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
- Oliver-Hoyo, M.T., Allen, D., Hunt, W.F., Hutson, J., & Pitts, A. (2004). Effects of an active learning environment: Teaching innovations at a research I institution. Journal of Chemical Education, 81(3), 441–448.
- Paris, S.G., & Winograd, P. (2003). The role of self-regulated learning in contextual teaching: Principals and practices for teacher preparation. Retrieved from https://files.eric.ed.gov/fulltext/ED479905.pdf
- Patrick, H., Ryan, A.M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98.
- Sletten, S.R. (2015). Investigating self-regulated learning strategies in the flipped classroom. In Society for Information Technology& Teacher Education International Conference (pp. 497–501). Chesapeake, VA: AACE.
- Song, Y., Jong, M.S., Chang, M., & Chen, W. (2017). Guest editorial: “HOW” to design, implement and evaluate the flipped classroom? A synthesis. Educational Technology& Society, 20(1), 180–183.
- Stone, N.J. (2000). Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review, 12(4), 437–475.
- Sun, Z., Xie, K., & Anderman, L.H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41–53.
- Van Den Hurk, M. (2006). The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum. Active Learning in Higher Education, 7(2), 155–169.
- Wigfield, A., Klauda, S.L., & Cambria, J. (2011). Influences on the development of academic self-regulatory processes. Handbook of self-regulation of learning and performance, 33-48.
- Winne, P.H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89(3), 397–410.
- Wolters, C.A., Pintrich, P.R., & Karabenick, S.A. (2005). Assessing academic self-regulated learning. In K.A. Moore& L.H. Lippman (Eds.), What do children need to flourish? (pp. 251–270). Boston, MA: Springer.
- Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
- Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
- Zumbrunn, S., Tadlock, J., & Roberts, E.D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Retrieved from http://scholarscompass.vcu.edu/merc_pubs/18
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesSlides
- Presentation1_For_the_conference_Amesterdam_53082.pptx (Access with Subscription)