Towards an instructional design model for supporting students' self-regulated learning and learning performance in flipped classrooms

Abstract

ABSTRACT In recent decades, the flipped classroom approach has gained popularity in educational institutions worldwide. Although this approach has improved students' learning outcomes, it requires stronger student self-regulated learning (SRL) abilities due to its self-paced nature. Students with better SRL skills tend to perform better in flipped classrooms than those with weaker SRL abilities. However, despite numerous studies exploring SRL support methods to enhance SRL and learning outcomes in flipped settings, the results have been inconsistent. Designing effective SRL support for flipped classrooms remains a challenge, and there is a need for more theoretical guidance and empirical evidence. To address this challenge, the present research developed an instructional design model (HPFR model) consisting of four components: hints, practice, feedback, and reflection. The study then empirically investigated the model's impact on students' SRL and learning performance in flipped classrooms through two rounds of studies. The testbed was a semester-long undergraduate course, "Probability and Mathematical Statistics," with participants from three separate classes taught by the same instructor. In the fall semester of 2022 (study one), a quasi-experiment was conducted with two classes: a control group (n = 39) using the conventional flipped classroom approach and experimental group 1 (n = 31) using the HPFR design model. Both quantitative and qualitative data were collected and analyzed. The results showed that experimental group 1 had a significantly higher SRL score than the control group. While experimental group 1 outperformed the control group in learning performance exams, the differences were not statistically significant. After refining the HPFR model based on study one's findings, a second round of study was conducted in the fall semester of 2023 with a new class of the same course as experimental group 2 (n = 45). Both quantitative and qualitative data were collected and analyzed. The results showed that experimental group 2 performed significantly better than the control group in SRL and learning performance exams. Analysis of data from all three groups revealed that the original HPFR model already benefited students' SRL development and academic performance in flipped classrooms, but the refined model demonstrated even greater potential. Overall, this research provides evidence of the effectiveness of the HPFR design model in supporting SRL and enhancing learning performance in flipped classrooms. The study also discusses its limitations and offers suggestions for future practices. [375 words]