Supporting Self-Regulated Learning in Flipped Classrooms: Are All Three Phases Necessary?

• In Event: Poster Session 3
  In Poster Session: Measuring, Assessing, and Fostering Metacognition and Self-Regulated Learning

Abstract

This study examined prompts designed to support three phases of self-regulated learning (SRL; planning, performance, and reflection) for a flipped classroom model.
The sample included 64 undergraduate participants randomly assigned to one of four conditions: (1) Control; (2) SRL prompts: All three phases; (3) SRL prompts: Planning only; or (4) SRL prompts: Monitoring only. Prior knowledge was measured with a pre-test, SRL was measured with a concurrent think-aloud, and learning outcomes were measured with a posttest. Participants who were prompted with all three SRL phases engaged in significantly more metacognitive processes while learning with the video. Those who received prompts for all three SRL phases also engaged in more planning processes and significantly outperformed those from the other three conditions.

Authors

• Daniel Charles Moos, Gustavus Adolphus College

• Rachel Olson