Abstract In flipped learning, students study learning material before class and apply the content of the learning material during class. This requires self-regulated learning (SRL) behavior due to the increased autonomy in this instructional approach. Providing students with video-embedded SRL support (i.e., prompts and explicit instruction) during the learning activities before class has proven to be an effective strategy in primary and higher education to enhance students' SRL and learning outcomes. The current study aims to replicate the effects of SRL support in a Flipped class in secondary education over the course of eight weeks. In total, 115 eighth-grade students from five classes participated in a quasi-experimental study, which measured the effects of SRL support on students' SRL (self-reports and online activities), learning outcomes, and satisfaction. We found a positive effect of SRL support on learning outcomes, but we could not explain this by differences in students' SRL. Although all the students were generally positive about the flipped learning environment, some students clearly disliked the SRL instruction. We conclude that SRL support is beneficial for students' learning but that it should be carefully designed to avoid students’ dissatisfaction, which could potentially nullify these beneficial effects on learning.

中文翻译：

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翻转学习视频中的自我调节学习支持可提高学习成果

摘要 在翻转学习中，学生在课前学习学习材料，在课堂上应用学习材料的内容。由于这种教学方法的自主性增加，这需要自我调节学习 (SRL) 行为。在课前的学习活动中为学生提供嵌入视频的 SRL 支持（即提示和明确的指导）已被证明是小学和高等教育中提高学生 SRL 和学习成果的有效策略。目前的研究旨在在八周的时间里在中学教育的翻转课堂中复制 SRL 支持的效果。总共有来自五个班级的 115 名八年级学生参加了一项准实验研究，该研究测量了 SRL 支持对学生 SRL（自我报告和在线活动）的影响，学习成果和满意度。我们发现 SRL 支持对学习成果有积极影响，但我们无法用学生 SRL 的差异来解释这一点。尽管所有学生普遍对翻转学习环境持积极态度，但有些学生显然不喜欢 SRL 教学。我们得出结论，SRL 支持有利于学生的学习，但应该精心设计以避免学生的不满，这可能会抵消这些对学习的有益影响。