Integrating self-regulation principles with flipped classroom pedagogy for first year university students

Flipped classroom is a new blended type of pedagogy. This study attempts to examine whether flipped classroom, with reference to self-regulation principles, is a good pedagogy for enhancing formative learning outcomes for first year university students. A total of 73 students, enrolled on a teacher education program, participated in this study. Data were collected from different sources in three phases. In the first phase, data were collected from pre- and post-tests, and the number of viewings of the assigned online videos were logged. Techniques in editing images applied by the group and the individual were examined in the second phase. Finally, opinions related to flipped classroom were collected from focus group interviews in the third phase. The results suggest that students are able to apply their self-learned knowledge to editing images both together and individually. They were very positive about flipped classroom activities and all 7 self-regulated (SR) learning principles were achieved. While students embraced the flexibility of learning online, they missed the face-to-face interaction with the teacher and their learning peers. This was especially the case when they did not understand the content of the online videos. This study provides an additional lens of SR principles.