The purpose of this study is to examine the effects of the flipped classroom strategy to preparatory year instruction on student’s self-regulation and social connectedness. A quasi-experimental pre-post-test design conducted with 160 university students enrolled in three educational tracks (health, engineering and science). The students were divided into two groups: an experimental flipped classroom group and a control group. Experimental group was taught via flipped classroom, while the control group taught via traditional strategy. The levels of self-regulation and social connectedness were measured through questionnaire at the beginning and the end of the classes. The results based on ANOVA analysis reported that students in flipped classroom had shown significantly higher level of self-regulation and social connectedness compared to students in the traditional group. Based on the obtained findings, self-regulated learning and social connectedness were successful in making significant improvements among students exposed to flipped classroom mode compared to their counterparts in the traditional group. The results demonstrate that flipped classroom strategy can be used to promote self-regulated learning and enhancing students’ social connectedness.

中文翻译：

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翻转课堂策略对学生学习成果的影响

本研究的目的是检验翻转课堂策略对预科教学对学生自我调节和社会联系的影响。对 160 名就读于三个教育方向（健康、工程和科学）的大学生进行的准实验前测试设计。学生被分为两组：实验翻转课堂组和控制组。实验组采用翻转课堂教学，对照组采用传统策略教学。在课程开始和结束时通过问卷测量自我调节和社会联系的水平。基于方差分析的结果表明，与传统组的学生相比，翻转课堂的学生表现出明显更高的自我调节水平和社会联系。根据获得的研究结果，与传统群体中的学生相比，在翻转课堂模式下的学生中，自我调节学习和社会联系成功地取得了显着改善。结果表明，翻转课堂策略可用于促进自我调节学习和增强学生的社交联系。