scholarly journals Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

2021 ◽  
pp. 1-19
Author(s):  
Nam Hui Kim ◽  
Hyo-Jeong So ◽  
Young Ju Joo
Keyword(s):  
Student Satisfaction ◽  
Intentional Content ◽  
Related Factor ◽  
Learning Design ◽  
Flipped Learning ◽  
Continuance Intention ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
University Course ◽  
Intention To Continue

For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-P™ model (flexible environment, learning culture, intentional content, and professional educator). This study empirically examines the effect of both learner-related factor (self-regulated learning) and design-related factor (design fidelity) on learning outcomes (satisfaction, continuance intention) in a university flipped course. We hypothesised that flipped learning design fidelity and self-regulated learning affect student satisfaction and intention to continue participating in a flipped learning course. The participants were 134 Korean students of a university course taught in a flipped learning mode. The results revealed that the level of flipped learning design fidelity had a significant effect on satisfaction, but did not affect continuance intention. In addition, the level of self-regulated learning had a significant effect on satisfaction and continuance intention. Drawn from the key findings, we suggest implications for the design of flipped learning courses in a university context.

scholarly journals Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

2021 ◽  
Author(s):  
Yizhou Fan ◽  
Wannisa Matcha ◽  
Nora’ayu Ahmad Uzir ◽  
Qiong Wang ◽  
Dragan Gašević
Keyword(s):  
Learning Analytics ◽  
High Performance ◽  
Process Mining ◽  
Learning Experience ◽  
Learning Design ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Evaluation Of Learning

AbstractThe importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

scholarly journals Self-regulated learning support in flipped learning videos enhances learning outcomes

2020 ◽  
Vol 158 ◽  
pp. 104000 ◽  
Author(s):  
David C.D. van Alten ◽  
Chris Phielix ◽  
Jeroen Janssen ◽  
Liesbeth Kester
Keyword(s):  
Learning Outcomes ◽  
Learning Support ◽  
Flipped Learning ◽  
Self Regulated Learning ◽  
Regulated Learning

Feedback, Feedforward, or Dialogue?

2017 ◽  
pp. 1-18 ◽  
Author(s):  
Mark Carver
Keyword(s):  
Student Satisfaction ◽  
Research Literature ◽  
Student Responses ◽  
Self Regulated Learning ◽  
Working Definition ◽  
Regulated Learning

Better feedback is commonly demanded by students and institutions as a way of improving student satisfaction, encouraging more scholarly approaches to assessment, and building students' capacity for self-regulated learning. Student responses to surveys are very clear on what they think makes good feedback: it is prompt, regular, specific, and accurate (e.g. Bols & Wicklow, 2013). Institutional efforts therefore typically try to improve feedback by improving in these four areas. However, Price (2013) has questioned if the customer is always right. This chapter looks at the main models of feedback from the research literature and etymology, in particular how these relate to concepts of self-regulated learning and sustainable assessment (Boud & Molloy, 2013). It is argued that dialogic feedback and feedforward are wrongly currently conceptualised in a purely positive way, which serves to limit effective critique of these models. The chapter ends by describing principles of any type of feedback, providing a working definition which is more compatible with self-regulated learning.

THE IMPACT OF FLIPPED LEARNING 3.0 AND SELF REGULATED LEARNING TOWARD ELEVENTH GRADE STUDENTS’ SPEAKING PERFORMANCE

2020 ◽  
Vol 4 (3) ◽  
pp. 111
Author(s):  
I Gusti Agung Bayu Mahendra ◽  
Luh Diah Surya Adnyani ◽  
Luh Gd Rahayu Budiarta
Keyword(s):  
Flipped Learning ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Performance ◽  
And Control ◽  
The Impact ◽  
Cluster Random Sampling

This study aimed to investigate the impact of flipped learning 3.0 and self-regulated learning on eleventh grade students’ speaking performance in SMA N 1 Sukasada. This study was quasi-experimental research. Forty-seven of eleventh grade students were the sample of this study that were divided into two groups by using cluster random sampling, namely experimental and control groups. The data were collected through a survey and post-test. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 gave a significant difference on students’ speaking performance. Meanwhile, self-regulated learning did not give any significant differences on students’ speaking performance between those who had high and low self-regulated learning Moreover, there was no interaction effect between flipped learning 3.0 and self-regulated learning. Through the implementation of flipped learning 3.0 and self-regulated learning, the students were stimulated to learn independently. Thus, it creates their understanding and be active in the learning.

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