Flipped learning and self-regulated learning experiences in higher education : a qualitative case study

Abstract

In flipped learning, traditional face-to-face lectures are replaced by the online delivery of material to be studied by students outside the classroom context. Class time is redirected to more engaging, student-centred activities such as the discussion and application of the material acquired outside class. As such, the flipped learning model normally entails more independent learning on the part of students than the traditional approach. This qualitative case study used Pintrich's self-regulated learning framework to examine self-regulated learning in the context of flipped learning for students in a pre-service teaching program at an Australian university. This study was conducted in order to understand the perceptions and behaviours of 20 female pre-service teachers enrolled in a flipped learning unit. After piloting recruitment procedures and testing focus group interview questions, multiple data collection methods were used to generate the findings of the study. The data sources consisted of focus group interviews, semi-structured interviews, students' reflective learning journals, and trace data. The data was coded and analysed for emergent themes. In contrast with previous studies of flipped learning, the research revealed considerable differences between students' experiences and evaluations of flipped learning, and differences in the extent to which they demonstrated various forms of self-regulated learning. Three main ways in which the flipped learning environment fostered the use of self-regulated learning were identified: (a) promoting independent learning; (b) improving engagement in learning; and (c) providing improved flexibility in relation to time and students' learning methods. The findings also revealed three main ways in which the flipped learning unit appeared to hinder the students' ability to experience self-regulated learning: (a) timetabling and delivery issues; (b) a lack of adequate support; and (c) insufficient opportunities for collaboration and engagement with peers. Overall, the results indicate that the use of flipped learning per se does not necessarily result in self-regulated learning, and highlights the importance of specifically tailoring the design of flipped learning units in ways that promote or facilitate self-regulated learning among all learners. As such, this thesis offers a number of specific recommendations for the design and implementation of flipped learning initiatives in higher education. The findings also indicate that Pintrich's theory of self-regulated learning remains useful and relevant for research into flipped learning.

Date of Award	2017
Original language	English