Self-regulated learning support in flipped learning videos enhances learning outcomes

Abstract

In flipped learning, students study learning material before class and apply the content of the learning material during class. This requires self-regulated learning (SRL) behavior due to the increased autonomy in this instructional approach. Providing students with video-embedded SRL support (i.e., prompts and explicit instruction) during the learning activities before class has proven to be an effective strategy in primary and higher education to enhance students’ SRL and learning outcomes. The current study aims to replicate the effects of SRL support in a Flipped class in secondary education over the course of eight weeks. In total, 115 eighth-grade students from five classes participated in a quasi-experimental study, which measured the effects of SRL support on students’ SRL (self-reports and online activities), learning outcomes, and satisfaction. We found a positive effect of SRL support on learning outcomes, but we could not explain this by differences in students’ SRL. Although all the students were generally positive about the flipped learning environment, some students clearly disliked the SRL instruction. We conclude that SRL support is beneficial for students’ learning but that it should be carefully designed to avoid students’ dissatisfaction, which could potentially nullify these beneficial effects on learning.