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

References

• Abar, B., & Loken, E. (2010). Self-regulated learning and self-directed study in a pre-college sample. Learning and Individual Differences, 20, 25–29.
   PubMed Web of Science ®Google Scholar
• Agbatogun, A. O. (2014). Developing learners’ second language communicative competence through active learning: Clickers or communicative approach. Educational Technology & Society, 17(2), 257–269.
   Web of Science ®Google Scholar
• Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15(3), 170–175.
   Web of Science ®Google Scholar
• Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6.
   Web of Science ®Google Scholar
• Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28–37.
   Web of Science ®Google Scholar
• Bergmann, J., Overmyer, J., & Wilie, B. (2011). The flipped class: Myths vs. reality. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
   Google Scholar
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC.: International Society for Technology in Education.
   Google Scholar
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th ASEE national conference proceedings, Atlanta, GA.
   Google Scholar
• Bol, L., Campbell, K. D., Perez, T., & Yen, C. J. (2016). The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses. Community College Journal of Research and Practice, 40(6), 480–495.
   Web of Science ®Google Scholar
• Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13.
   Web of Science ®Google Scholar
• Burkell, J., Schneider, B., & Pressley, M. (1990). Mathematics. In M. Pressley (Ed.), Cognitive strategy instruction that really improves children’s academic performance (pp. 147–177). Cambridge, MA: Brookline Books.
   Google Scholar
• Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33–43.
   Google Scholar
• Cho, M. H., & Kim, B. J. (2013). Students’ self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 17, 69–75.
   Web of Science ®Google Scholar
• Cho, M. H., Kim, Y., & Choi, D. H. (2017). The effect of self-regulated learning on college students’ perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10–17.
   Web of Science ®Google Scholar
• Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing self-regulation as a cyclical, contextspecific phenomenon: Overview and analysis of SRL microanalytic protocols. Education Research International, 2012, 1–19.
   Google Scholar
• Connor, K., Newman, D., & Deyoe, M. M. (2014, June). Flipping a classroom: A continual process of refinement. Proceedings of the ASEE annual conference and exposition, Indianapolis, IN.
   Google Scholar
• Er, A. N., Liaw, S. C., Lim, T. H., & Marimuthu, R. (2015). Blended to satisfaction: Factors influencing student satisfaction in a language classroom/Er Ann Nah … [et al. Esteem Academic Journal, 11(2), 55–73.
   Google Scholar
• Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology & Society, 16(1), 356–366.
   Web of Science ®Google Scholar
• Fornell, C., & Larcker, D. (1981). Structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
   Web of Science ®Google Scholar
• Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17.
   Google Scholar
• Hao, Y. (2016). Middle-school students’ flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295–303.
   Web of Science ®Google Scholar
• Hill, N. B., Riha, S. J., & Wysocki, M. W. (2014). Teaching physics to environmental science majors using a flipped course approach. In Agu fall meeting abstracts. San Francisco: American Geophysical Union.
   Google Scholar
• Holcomb, L. B., King, F. B., & Brown, S. W. (2004). Student traits and attributes contributing to success in online courses: Evaluation of university online courses. Journal of Interactive Online Learning, 2(3). Retrieved from http://www.ncolr.org/jiol/issues/ PDF/2.3.4.pdf
   Google Scholar
• Huang, J. J. (2014). The flipped classroom and its concepts, problems and perspectives. Journal for Educational Review, 3(12), 160–185.
   Google Scholar
• Järvelä, S., Kirschner, P., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational Technology Research and Development, 63, 125–142.
   Web of Science ®Google Scholar
• Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74–85.
   Web of Science ®Google Scholar
• 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. Internet and Higher Education, 22, 37–50.
   Web of Science ®Google Scholar
• Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. The American Journal of Distance Education, 15(2), 41–51.
   Google Scholar
• Lin, Y.-M., Lin, G.-Y., & Laffey, J. M. (2008). Building a social and motivational framework for understanding satisfaction in online learning. Journal of Educational Computing Research, 38(1), 1–27.
   Web of Science ®Google Scholar
• MacDonald, W. T. F. (2016). Exploring the flipped classroom in a community college setting (Doctoral dissertation). University of Ontario Institute of Technology (Canada).
   Google Scholar
• 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(4), 430–435.
   Web of Science ®Google Scholar
• McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., … Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), 196.
   PubMed Web of Science ®Google Scholar
• Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–6.
   Google Scholar
• Nagel, L., & Kotzé, T. (2010). Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class. The Internet and Higher Education, 13(1–2), 45–51.
   Web of Science ®Google Scholar
• Nielsen, L. (2012, May). Five reasons I'm not flipping over the flipped classroom. Technology & Learning, 32(10), 46.
   Google Scholar
• Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222–229.
   Web of Science ®Google Scholar
• Rahman, A. A., Aris, B., Rosli, M. S., Mohamed, H., Abdullah, Z., & Zaid, N. M. (2015). Significance of preparedness in flipped classroom. Advanced Science Letters, 21(10), 3388–3390.
   Google Scholar
• Reyna Zeballos, J. L. (2017, March). Surfing the waves of self-regulated learning to evaluate flipped classrooms (FC). The 11th annual international technology, education and development conference, INTED2017.
   Google Scholar
• Schunk, D. H. (2001). Social cognitive theory and self- regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125–152). Mahwah, NJ: Erlbaum.
   Google Scholar
• Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10–17.
   Web of Science ®Google Scholar
• Sletten, S. R. (2015, March). Investigating self-regulated learning strategies in the flipped classroom. In Society for information technology & teacher education international conference (pp. 497–501). Association for the Advancement of Computing in Education (AACE).
   Google Scholar
• Sun, Z., Xie, K., & Anderman, L. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36(1), 41–53.
   Google Scholar
• Tomory, A., & Watson, S. L. (2015). Flipped classrooms for advanced science courses. Journal of Science Education and Technology, 24(6), 875–887.
   Web of Science ®Google Scholar
• Tsai, C.-C., Chuang, S.-C., Liang, J.-C., & Tsai, M.-J. (2011).Self-efficacy in internet-based learning environments: A literature review. Educational Technology & Society, 14(4), 222–240.
   Google Scholar
• Wagner, D., Laforge, P., & Cripps, D. (2013). Lecture material retention: A first trial report on flipped classroom strategies in electronic systems engineering at the university of regina. In Proceedings of the Canadian engineering education association. Montreal, QC: CEEA.
   Google Scholar
• Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323.
   Web of Science ®Google Scholar
• Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193–199.
   Web of Science ®Google Scholar
• Wolters, C., Pintrich, P., & Karabenick, S. (2005). Assessing academic self-regulated learning. In K. Moore & L. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 251–270). New York: Springer.
   Google Scholar
• Zhai, X., Gu, J., Liu, H., Liang, J.-C., & Tsai, C.-C. (2017). An experiential learning perspective on students’ satisfaction model in a flipped classroom context. Educational Technology & Society, 20(1), 198–210.
   Google Scholar
• Zhen, C., Liang, J.-C., Yang, Y.-F., & Tsai, C.-C. (2016). System, 57, 66-78.
   Google Scholar
• Zimmerman, B. J. (1998). Academic studing and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2-3), 73–86.
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
   Web of Science ®Google Scholar