Effects of self-regulated learning prompts in a flipped history classroom

Abstract

Flipping the classroom (FTC) is a didactical approach aimed at letting students come to class prepared and apply the learning material actively during class. As FTC places a higher demand on students' self-regulated learning (SRL) skills, our goal in the current study was to research the effects of SRL support in a flipped classroom on students' SRL (self-reports and online activities) and learning outcomes. Previous research showed that video embedded SRL prompts enhances students’ SRL and learning outcomes. We measured the effects of SRL prompts with a quasi-experimental design in six flipped History classrooms in secondary education where 154 students were randomly assigned to the SRL prompts or no SRL prompt condition. We found positive effects of the SRL prompts for the completion rate of the instructional videos (i.e., students in the SRL prompts condition watched more videos), but not for other indicators of SRL or learning outcomes. Thus, in contrast to previous research from higher education, our results show that implementing SRL prompts in a flipped classroom is not directly effective in secondary education. We address potential explanations for the absence of effects of the SRL prompts for theory and practice into SRL support in flipped classrooms.