Flipped classrooms have been growing in popularity in higher education for their potential to promote students’ active engagement in learning. Ironically, the key to the success of flipped classrooms is the agency of students to actively participate in learning. The flipped classroom approach requires students’ responsibility for their learning and a high level of self-regulation in completing individual and collaborative learning tasks. However, many college students tend to be more comfortable with a traditional, passive form of lecture-based course and are not yet prepared for an active form of learning. In this study, we developed a regulated learning-supported flipped classroom framework grounded in self-regulation and social regulation research. The purpose of this study was to investigate the impact of the regulated learning-supported flipped classroom on student engagement and performance. Our results showed that the flipped classroom with regulation guidance had a significant influence on students’ use of higher-order cognitive skills. The implications of this study are further discussed based on the findings.

翻转课堂在高等教育中越来越受欢迎，因为它具有促进学生积极参与学习的潜力。具有讽刺意味的是，翻转课堂成功的关键是学生积极参与学习的动力。翻转课堂方法要求学生对自己的学习负责，并在完成个人和协作学习任务时具有高度的自我调节能力。然而，许多大学生往往更习惯于传统的被动形式的讲座式课程，并且尚未为主动学习形式做好准备。在这项研究中，我们开发了一个基于自我调节和社会调节研究的受监管学习支持的翻转课堂框架。本研究的目的是调查受监管的学习支持翻转课堂对学生参与度和表现的影响。我们的研究结果表明，有规律指导的翻转课堂对学生高阶认知技能的使用有显着影响。根据研究结果进一步讨论了这项研究的意义。