Abstract:

Flipped classrooms (FC) became a standard instructional strategy in higher education in the last five years. Although the research in the field is increasing, it is still considered in its infancy and with the lack of pedagogical integrity. Most of the studies up to date do not rely on solid theoretical foundations and assumed students would buy-in this way of instruction. There are few frameworks available to guide FC, and most of them consider three stages: before, during and after the classroom. As the students need to engage with the content in an independent manner, this paper proposes that self-regulation and motivational strategies are crucial for students to succeed in this mode of instruction. This study suggests the FC wave model that has been designed to evaluate student’s performance using self-regulation theory. The model links goal setting, environmental structuring and time management before the classroom. During the classroom, task strategies and help-seeking and self-evaluation after the classroom. The aim is to gain an in-depth understanding on how students self-regulate their learning in FC interventions. Implications for the implementation of FC is discussed.

Keywords:

Flipped learning, flipped classrooms, flip learning, flipped classrooms, evaluation, self-regulated learning.