Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model

ABSTRACT

The flipped classroom has gained a great deal of attention in educational research and practice in recent years. The purposes of this study are to understand the relationship between students’ online self-regulated learning (SRL) and their perceptions of learning in a flipped classrooms (FC), to identify possible mediators in this relationship, and to explain how this relationship predicts students’ intentions to participate in an FC. Two questionnaires were used to gather data from 576 undergraduate or graduate students in Taiwan. The structural equation model showed that students’ in-class interactions and online SRL are predictors of their perceived quality of usefulness of online learning activities and positive experience of FC, and these, in turn, associate with their intentional behaviours of participating in FC. While students’ perceived value of interactions in physical classrooms directly related to their intentions to participate in FC, their online SRL predicts their intentions to participate in flipped learning only when mediated by the perceived quality of the usefulness of the online learning activities and positive experience of FC.

KEYWORDS:

• Flipped classroom
• self-regulated learning
• structural equation model

Acknowledgement

We acknowledge the hard work of the four research assistants who undertook the data collection, namely Pei-Tzu Huang, Rou-An Chen, You-Lin Chen and Hsuan-Han Chen.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr. Meilun Shih is currently an Adjunct Assistant Professor at the Center for General Education at National Taiwan University, Taipei, Taiwan. Her research interests deal with instructional technology, teaching and learning development, and open education resource.

Dr. Jyh-Chong Liang is currently a Professor of the Program at Learning Sciences at National Taiwan Normal University, Taipei, Taiwan. His research interests deal with scientific epistemological beliefs, conceptions of and approaches to learning science, TPACK, and Web information assessment.

Dr. Chin-Chung Tsai is currently a Chair Professor at the Program of Learning Sciences, National Taiwan Normal University, Taipei, Taiwan. Since July 2009, he has been appointed as the Co-Editor of Computers & Education. His research interests deal largely with constructivism, epistemological beliefs, and Internet-based instruction.

ORCID

Meilun Shih http://orcid.org/0000-0002-7884-433X

Additional information

Funding

This study was supported by the research grants from Taiwan Ministry of Science and Technology (MOST 105-2628-S-011-002-MY3). This study was also financially supported by the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.