Purpose

The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning environments in higher education.

Design/methodology/approach

The subjects were college students taking an education course offered at a 4-year university in South Korea. Structural equation modeling was adopted to analyze 221 student responses.

Findings

The findings indicated that the more students self-regulated, the more likely they were to engage in co-regulation with other students in the class. Students’ self-regulation and co-regulation also significantly affected their behavioral engagement. Finally, students’ self-regulation positively affected their academic performance, while co-regulation and behavioral engagement did not affect their performance.

Originality/value

Based on these findings, this study provides meaningful implications for scholars and practitioners on how to select and use more appropriate instructional and evaluation strategies to improve students’ positive behavior, engagement and performance in a flipped learning environment.

中文翻译：

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大学生翻转学习中的自我调节、参与和表现

目的

本研究的目的是检验学生的自我调节、共同调节和行为参与对他们在高等教育翻转学习环境中的表现的影响。

设计/方法/方法

受试者是在韩国一所四年制大学接受教育课程的大学生。采用结构方程模型分析 221 名学生的回答。

发现

研究结果表明，学生自我调节越多，他们就越有可能与班上其他学生进行共同调节。学生的自我调节和共同调节也显着影响了他们的行为参与。最后，学生的自我调节对他们的学业成绩产生了积极影响，而共同调节和行为参与并没有影响他们的表现。

原创性/价值

基于这些发现，本研究为学者和从业人员如何选择和使用更合适的教学和评估策略来提高学生在翻转学习环境中的积极行为、参与度和表现提供了有意义的启示。