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|Title:||The Effects of Self-Regulated Learning on Students’ Performance Trajectory in the Flipped Math Classroom|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Sun, Z., Lu, L., & Xie, K. (2016). The Effects of Self-Regulated Learning on Students’ Performance Trajectory in the Flipped Math Classroom In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.|
|Abstract:||The flipped classroom is a unique instructional model with in-class activities being heavily dependent on pre-class learning engagement. Practitioners and researchers have well recognized the critical role of the pre-class learning on students’ performance in the flipped class. However, little research has investigated how students learn in the pre-class setting and what factors can help students improve their pre-class learning. Based upon the self-regulated learning theory, this study used both survey research and learning analytics methods to uncover students’ performance trajectories of a semester in two flipped undergraduate math courses and examined whether the three key self-regulated learning factors – self-efficacy, the use of metacognitive strategy, and self-regulatory behaviors – were significantly different across different performance trajectories. The results revealed six different performance trajectories among students and found significant differences across these trajectories in terms of the three self-regulatory factors.|
|Appears in Collections:||ICLS 2016|
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