scholarly journals Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110582
Author(s):  
Shu-Rong Zhao ◽  
Hong Li
Keyword(s):  
Help Seeking ◽  
Flipped Classroom ◽  
Deep Level ◽  
Flipped Learning ◽  
Business English ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Interactive Mode ◽  
Learning Tasks ◽  
Collaborative Behavior

In flipped learning (FL), the pre-class section plays an important role and determines whether meaningful and deep-level learning can take place in the following in-class section. However, previous studies focus on in-class learning and research little on the pre-class section. In order to explore an interactive mode which can ensure the effect of pre-class learning, a production-oriented peer collaboration FL framework was proposed and applied to the Business English course. Mixed research methods including questionnaire and focus group interview were used to test the effectiveness of the framework and explore effective forms of interaction. Data analysis shows that the FL framework improved significantly social interaction self-efficacy, help-seeking, and self-evaluation in self-regulated learning, thus ensured quality pre-class learning. As to interaction, eight collaboration forms were found through thematic analysis, namely comparison, correction, reaching agreement, supervision, inspiration, complementation, negotiation, and emotional support. Among them, comparison is the most beneficial and frequently mentioned collaborative behavior. This research provides an empirical case for peer interaction based on online learning tasks. It helps enrich interactive research in FL and provides teaching reference for practitioner teachers by offering a feasible framework.

scholarly journals Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

2021 ◽  
Vol 23 (2) ◽  
pp. 20-36
Author(s):  
Ünal Çakıroğlu ◽  
Mücahit Öztürk
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Time Management ◽  
Help Seeking ◽  
Flipped Classroom ◽  
Course Design ◽  
Testing Time ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Centred Learning

AbstractConsiderable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.

A Flipped Learning Approach to University EFL Courses

2019 ◽  
pp. 572-584
Author(s):  
Yasushige Ishikawa ◽  
Reiko Akahane-Yamada ◽  
Craig Smith ◽  
Masayuki Murakami ◽  
Mutsumi Kondo ◽  
...  
Keyword(s):  
Teaching Methodology ◽  
Flipped Learning ◽  
Language Program ◽  
Web Based ◽  
English As Foreign Language ◽  
Self Evaluation ◽  
Teacher Student ◽  
Learning Tasks ◽  
E Learning ◽  
Mentoring System

This chapter reports on a research project in a university English as Foreign Language program in Japan that explored ways to sustain active participation in e-learning tasks that were intended to improve students' scores on the Test of English for International Communication (TOEIC). A flipped learning (FL) approach to a blended learning (BL) teaching methodology was adopted. A web-based courseware, ATR CALL BRIX was used. The students used mobile devices to access the courseware before class in order to prepare for in-class teacher-student analysis of their performance on the learning tasks. The teaching methodology integrated the online and in-class tasks in a single learning environment by means of an e-mentoring system used in conjunction with an in-class student self-evaluation task.

scholarly journals The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment

2018 ◽  
Vol 11 (9) ◽  
pp. 118
Author(s):  
Lijun Deng
Keyword(s):  
English Translation ◽  
Flipped Classroom ◽  
Learning Model ◽  
Assessment Model ◽  
Flipped Learning ◽  
Business English ◽  
Learning Context ◽  
Client Group ◽  
Teaching Learning ◽  
And Control

This study designs a project-based flipped learning model for Business English Translation course and tests its efficacy by an empirical study on 65 third-year English major students divided into the experimental class and control class. This study incorporates the learning, teaching and assessment activities of both the students and teachers into a project-based flipped learning model by setting translation projects and dividing the students of the experimental class into a client group and three translator groups in each business translation unit. After one 16-week semester of experiment, this study conducts a post-test, questionnaires and interviews on both the experimental class and control class to test the efficacy of this new flipped learning model. The statistics and facts collected from the above-mentioned research methods suggest that the project-based flipped learning model can significantly enhance the students’ motivation to learn out of class, stimulate their participation in class and raise their self-evaluation on translation competence. Additionally, this study finds that the traditional product-oriented summative assessment model is ineffective for Business English Translation course in a flipped-learning context. Therefore, this study tentatively proposes a process-oriented assessment model that is compatible to the flipped learning methodology so as to build integrated flipped classroom pedagogy with teaching, learning and assessment in a virtuous circle of mutual reinforcing.

scholarly journals Self-Regulated Learning in the University of Tabuk: Gender Differences in Strategy and Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 151-165
Author(s):  
Fakhralddin Abbas Mohammed Elfakki ◽  
Marai Mohammed Alamri ◽  
Islam Ashraful ◽  
Mustafa Elnimeiri ◽  
Ehab Frah
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Help Seeking ◽  
Setting Time ◽  
Self Regulation ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
The University

Background Self-Regulated Learning (SRL) is defined as the adjustment of the individual's affective, meta-cognitive, and behavioral operations during learning to attain the desired level of academic achievement. It is an important skill for undergraduate students and its ignorance cause anxious behavior, a sense of potential failure, and avoidance of learning situations. Objective The objective of the study was to explore the pattern of SRL among medical students from a student perspective aiming to recognize the learning context and to provide recommendations for future support strategies. Methods This is a cross-sectional study that targeted a total coverage of medical students at the University of Tabuk, Saudi Arabia using a Self-Regulated Learning Questionnaire which composed of six constructs, namely: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. An independent-samples test, ANOVA, and post-hoc analysis were conducted.   Results Females agreed on regular practice of the four domains namely: "environmental structuring, time management, help-seeking, and self-evaluation", mean scores: 3.7(SD=1.023), 3.42(SD=1.035), 3.68(SD=0.99), 3.54(SD=0.94) respectively. Conclusion This study identified a remarkable difference in SRL among undergraduate medical students. Females outperformed males in self-regulation; however, both genders in the second year have shown a low level in self-regulation in comparison to fifth year medical students. Rwanda J Med Health Sci 2021;4(1):151-165

Adaptation and Validation of a Chinese Online Self-Regulated Learning Questionnaire

2021 ◽  
pp. 073428292110599
Author(s):  
Kit-Ling Lau
Keyword(s):  
Secondary Students ◽  
Time Management ◽  
Help Seeking ◽  
Factor Model ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Measurement Models ◽  
Regulatory Strategies ◽  
Monitoring Strategies ◽  
Regulated Learning

This study aimed to adapt and validate a Chinese version of the online self-regulated learning questionnaire (COSLQ) with Chinese junior secondary students in Hong Kong. A total of 716 students from six schools participated voluntarily in the study. Overall, the findings of this study supported the COSLQ’s psychometric quality. The COSLQ subscales all demonstrated high internal consistency. Different measurement models were tested using confirmatory factor analysis. The results indicated that a 7-factor model best fit the data, suggesting that the participants could distinguish seven types of online self-regulatory strategies: goal setting, environment structuring, time management, effort regulation, cognitive/monitoring strategies, help seeking, and self-evaluation.

scholarly journals Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review

2020 ◽  
Vol 10 (11) ◽  
pp. 848-853
Author(s):  
Rasheed Abubakar Rasheed ◽  
◽  
Amirrudin Kamsin ◽  
Nor Aniza Abdullah ◽  
Habeebah Adamu Kakudi ◽  
...  
Keyword(s):  
Help Seeking ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Future Research ◽  
Online Help ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Flipped Classrooms ◽  
Regulation Strategies

The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms.

scholarly journals STUDENT SELF-REGULATED LEARNING (SSRL) DALAM MATA KULIAH BAHASA INGGRIS PADA MAHASISWA TAHUN KEEMPAT JURUSAN BAHASA INGGRIS FKIP UNIVERSITAS MUHAMMADIYAH TANGERANG

2018 ◽  
Vol 1 (01) ◽  
pp. 01-07
Author(s):  
Aidil Syah Putra ◽  
Nur Latifah
Keyword(s):  
Qualitative Research ◽  
Goal Setting ◽  
Help Seeking ◽  
English Language ◽  
Attention Control ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
Learning English

Learning English is the activity for getting the knowledge about English. English should be learned since the beginner level to the advance level. There are some characteristics of students in learning process at classroom, such as they can pay attention to the teacher, and have purpose in learn. It is called Self-Regulated Learning. The design of this research was descriptive qualitative research. The setting of this research is FKIP Universitas Muhammadiyah Tangerang. There were five classes English Language Department at Fourth Year English Language Department. From five class, there were choosing 30 students for the participant. In choosing the participants the researcher used purposive sampling. The researcher used questionnaire to collect the data, and used peer debriefing to check the trustworthiness of the data. The result showed that process of self-regulated learning that used by students were goal setting, planning, self-motivation, attention control, self-monitoring, help-seeking, and self-evaluation. The highest of total value was goal setting 440, self-monitoring with the total value 420, self-evaluation with the total value 410, self-motivation with the total value 392, help-seeking with the total value 306, planning with the total value 305, and the least is attention control with the total value 300. The highest of total value of self-regulated learning was goal setting. So, it can be concluded that the fourth year students of FKIP Universitas Muhammadiyah Tangerang had applied the process of self-regulated learning, the most implemented process was goal setting and the least process was attention control. Keywords: Self Regulated Learning, Learning English

scholarly journals Metacognitive control processes in question answering: help seeking and withholding answers

2021 ◽  
Author(s):  
Monika Undorf ◽  
Iris Livneh ◽  
Rakefet Ackerman
Keyword(s):  
Help Seeking ◽  
Question Answering ◽  
Monetary Incentives ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Response Strategies ◽  
Seeking Help ◽  
Subjective Confidence ◽  
Different Populations ◽  
The Relationship

AbstractWhen responding to knowledge questions, people monitor their confidence in the knowledge they retrieve from memory and strategically regulate their responses so as to provide answers that are both correct and informative. The current study investigated the association between subjective confidence and the use of two response strategies: seeking help and withholding answers by responding “I don’t know”. Seeking help has been extensively studied as a resource management strategy in self-regulated learning, but has been largely neglected in metacognition research. In contrast, withholding answers has received less attention in educational studies than in metacognition research. Across three experiments, we compared the relationship between subjective confidence and strategy use in conditions where participants could choose between submitting answers and seeking help, between submitting and withholding answers, or between submitting answers, seeking help, and withholding answers. Results consistently showed that the association between confidence and help seeking was weaker than that between confidence and withholding answers. This difference was found for participants from two different populations, remained when participants received monetary incentives for accurate answers, and replicated across two forms of help. Our findings suggest that seeking help is guided by a wider variety of considerations than withholding answers, with some considerations going beyond improving the immediate accuracy of one’s answers. We discuss implications for research on metacognition and regarding question answering in educational and other contexts.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

Sign in / Sign up

Export Citation Format

Share Document