Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12, 307–359. https://doi.org/10.1207/S15327809JLS1203_1
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia.
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers and Education, 115, 69–81. https://doi.org/10.1016/j.compedu.2017.07.014
Braun, I., Rittter, S., & Vasko, M. (2014). Inverted classroom by topic: A study in mathematics for electrical engineering students. International Journal of Engineering Pedagogy, 4(3), 11–17. https://doi.org/10.3991/ijep.v4i3.3299
Burke, A. S., & Fedorek, B. (2017). Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11–24. https://doi.org/10.1177/1469787417693487
Chan, C. K. K. (2012). Co-regulation of learning in computer-supported collaborative learning environments: A discussion. Metacognition Learning, 7, 63–73. https://doi.org/10.1007/s11409-012-9086-z
Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers and Education, 79, 16–27. https://doi.org/10.1016/j.compedu.2014.07.004
Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477. https://doi.org/10.1207/s15516709cog1803_3
Chiang, Y.-H., & Wang, H.-C. (2015). Effects of the in-flipped classroom on the learning environment of database engineering. International Journal of Engineering Education, 31(2), 454–460.
Chuang, H.-H., Weng, C.-Y., & Chen, C.-H. (2018). Which students benefit most from a flipped classroom approach to language learning. British Journal of Educational Technology, 49(1), 56–68. https://doi.org/10.1111/bjet.12530
Filiz, O., & Kurt, A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research, 5, 215–229.
Fisher, R., Perényi, Á., & Birdthistle, N. (2018). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education. https://doi.org/10.1177/1469787418801702
Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177/1469787415616726
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14, 181–190. https://doi.org/10.1186/1472-6920-14-181
Hadwin, A., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 65–84). Routledge.
Hadwin, A., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 83–106). Routledge.
Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240–264.
Halili, S. H., Razak, R. A., & Zainuddin, Z. (2014). Enhancing collaborative learning in flipped classroom. Australian Journal of Basic and Applied Sciences, 9(7), 147–149.
Hao, Y. W. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. https://doi.org/10.1016/j.chb.2016.01.032
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.
Hsu, T.-C. (2018). Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom. Interactive Learning Environments, 26(1), 91–105. https://doi.org/10.1080/10494820.2017.1283332
Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. https://doi.org/10.1080/00461520.2012.748006
Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350–374.
Järvelä, S., Malmberg, J., & Koivuniemi, M. (2016). Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1–11. https://doi.org/10.1016/j.learninstruc.2015.10.006
Jo, K. J., & Kim, J. D. (2016). Tendencies action of college students in flipped learning instruction. Journal of the Korea Entertainment Industry Association, 10(4), 203–214.
Kalman, Y., & Blau, I. (2017, June). The implications of a national high-stakes MOOC on the business models of academic institutions, and on their faculty and students. Paper presented at the Annual Conference of the European Distance and E-learning Network (EDEN), Jönköping, Sweden.
Keengwe, J., Onchwari, G., & Oigara, J. N. (2014). Promoting active learning through the flipped classroom model. IGI Global.
Kim, H. (2010). Developments and effects of collaboration scripts for argumentation based on activity theory in computer supported collaborative learning [Doctoral dissertation, Hanyang University]. dCollection. http://dcollection.hanyang.ac.kr/jsp/common/DcLoOrgPer.jsp?sItemId=000000058551
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Lee, H., Kang, S., & Kim, C. (2016). Analysis of the structural relationship among factors related to the effects of flipped learning. The Journal of Korean Association of Computer Education, 19(1), 87–100.
Lee, Y.-H. (2017). Scripting to enhance university students’ critical thinking in flipped learning: Implications of the delayed effect on science reading literacy. Interactive Learning Environments. https://doi.org/10.1080/10494820.2017.1372483
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73. https://doi.org/10.1016/j.edurev.2017.08.002
Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29, 179–200. https://doi.org/10.1007/s12528-016-9119-8
Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56, 430–435. https://doi.org/10.1109/TE.2013.2249066
Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Conception D’apprentissage à L’aide De L’instruction En Classe Inversee, 41, 1–26. https://doi.org/10.21432/T2PG7P
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Palmer, K. (2015). Flipping a calculus class: One instructor’s experience. Primus, 25(9–10), 886–891. https://doi.org/10.1080/10511970.2015.1050618
Patanwala, A. E., Erstad, B. L., & Murphy, J. E. (2017). Student use of flipped classroom videos in a therapeutics course. Currents in Pharmacy Teaching and Learning, 9(1), 50–54. https://doi.org/10.1016/j.cptl.2016.08.043
Pauli, R., Mohiyeddini, C., Bray, D., Michie, F., & Street, B. (2007). Individual differences in negative group work experiences in collaborative student learning. Educational Psychology, 28(1), 1–15. https://doi.org/10.1080/01443410701413746
Pintrich, P. R. (2000). Educational psychology at the millennium: A look back and a look forward. Educational Psychologist, 35(4), 221–226. https://doi.org/10.1207/S15326985EP3504_01
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–406. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components in classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Popov, V., Brinkman, D., Biemans, H. J. A., Mulder, M., Kuznetsov, A., & Noroozi, O. (2012). Multicultural student group work in higher education. International Journal of Intercultural Relations, 36, 302–317. https://doi.org/10.1016/j.ijintrel.2011.09.004
Ross, J. A. (2008). Explanation giving and receiving in cooperative learning groups. In R. M. Gillies, A. Ashman, & J. Terwel (Eds.), The teacher’s role in implementing cooperative learning in the classroom (pp. 227–242). Springer.
Salonen, P., Vauras, M., & Efklides, A. (2005). Social interaction-what can it tell us about metacognition and coregulation in learning? European Psychologist, 10(3), 199–208. https://doi.org/10.1027/1016-9040.10.3.199
Schunk, D. H. (2000). Learning theories: An educational perspective. Prentice-Hall.
Shibukawa, S., & Taguchi, M. (2019). Exploring the difficulty on students’ preparation and the effective instruction in the flipped classroom. Journal of Computing in Higher Education, 31(2), 311–339. https://doi.org/10.1007/s12528-019-09220-3
Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), 347–358. https://doi.org/10.1007/s10956-016-9683-8
Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713–729. https://doi.org/10.1111/bjet.12444
Sun, Z. (2015). The role of self-regulation on students’ learning in an undergraduate flipped math class [Doctoral dissertation, Ohio State University]. ProQuest Dissertations and Theses Global.
Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003
Volet, S., Summers, M., & Thurman, J. (2009a). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143. https://doi.org/10.1016/j.learninstruc.2008.03.001
Volet, S., Vauras, M., & Salonen, P. (2009b). Self-and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215–226. https://doi.org/10.1080/00461520903213584
Winne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), International handbook of collaborative learning (pp. 462–479). Taylor & Francis.
Wolters, C., Pintrich, P., & Karabenick, S. (2005). Assessing academic self-regulated learning. In K. Moore & L. Lippman (Eds.), What do children need to flourish? (pp. 251–270). Springer.
Wong, B. Y. L., & Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly, 5, 228–240. https://doi.org/10.2307/1510290
Yang, I., Lee, H., Lee, H., & Cho, H. (2009). The development of rubrics to assess scientific argumentation. Journal of the Korean Association for Science Education, 29(2), 203–220.
Zimmerman, B. J. (1999). Commentary: Toward a cyclically interactive view of self-regulated learning. International Journal of Educational Research, 31(6), 545–551. https://doi.org/10.1016/S0883-0355(99)00021-X
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Zimmerman, B. J., & Martinez-Pons, M. (1986). Developing a structured interview for assessing student use of self-regulated Learning Strategies. American Educational Research Journal, 23(4), 614–628. https://doi.org/10.3102/00028312023004614
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendix
Appendix
Rights and permissions
About this article
Cite this article
Jung, H., Park, S.W., Kim, H.S. et al. The effects of the regulated learning-supported flipped classroom on student performance. J Comput High Educ 34, 132–153 (2022). https://doi.org/10.1007/s12528-021-09284-0
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12528-021-09284-0