Flipped Classroom with Problem Based Activities: Exploring Self-regulated Learning in a Programming Language Course
This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regu...
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| Veröffentlicht in: | Educational Technology ＆ Society 2017-01, Vol.20 (1), p.337-349 |
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| description | This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students' and the instructor's experiences including their opinions and behaviours. Qualitative data was collected with an observation form, discussion messages and interviews with selected participants. As a result, in terms of self-regulated learning, the goal setting and planning, task strategies and help seeking skills of the students were high in the face to face learning designed with problem based activities through flipped classroom model, their goal setting and planning, task strategies and help seeking skills were appeared moderately. In the home sessions, environment structuring, goal setting and planning skills were developed in high level while task strategies, help seeking, time management, monitoring, self-efficacy and self-evaluation skills were moderate and monitoring skills was lower. Consequently, it is hoped that the study may provide some suggestions for using problem based activities in flipped learning. |
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Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students' and the instructor's experiences including their opinions and behaviours. Qualitative data was collected with an observation form, discussion messages and interviews with selected participants. As a result, in terms of self-regulated learning, the goal setting and planning, task strategies and help seeking skills of the students were high in the face to face learning designed with problem based activities through flipped classroom model, their goal setting and planning, task strategies and help seeking skills were appeared moderately. In the home sessions, environment structuring, goal setting and planning skills were developed in high level while task strategies, help seeking, time management, monitoring, self-efficacy and self-evaluation skills were moderate and monitoring skills was lower. Consequently, it is hoped that the study may provide some suggestions for using problem based activities in flipped learning.</description><identifier>ISSN: 1176-3647</identifier><identifier>ISSN: 1436-4522</identifier><identifier>EISSN: 1436-4522</identifier><language>eng</language><publisher>Palmerston North: International Forum of Educational Technology ＆ Society</publisher><subject>Active learning ; Blended Learning ; Classrooms ; Collaborative learning ; Computer programming ; Educational activities ; Educational environment ; Educational psychology ; Educational Technology ; Flipped classroom ; Flipped classroom model ; Foreign Countries ; Goal Orientation ; Goal setting ; Help Seeking ; Homework ; Interviews ; Learning ; Methods ; Monitoring ; Observation ; Observational research ; Online learning ; Planning ; Problem Based Learning ; Problem solving ; Programming languages ; Qualitative analysis ; Self Efficacy ; Self Evaluation (Individuals) ; Self Management ; Self-regulated learning ; Skill Development ; Skills ; Special Issue Articles ; Student Attitudes ; Students ; Study and teaching ; Teacher Attitudes ; Teachers ; Teaching Methods ; Technology education ; Technology Uses in Education ; Time Management ; Undergraduate Students ; Video Technology</subject><ispartof>Educational Technology ＆ Society, 2017-01, Vol.20 (1), p.337-349</ispartof><rights>COPYRIGHT 2017 International Forum of Educational Technology & Society</rights><rights>2017. 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Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students' and the instructor's experiences including their opinions and behaviours. Qualitative data was collected with an observation form, discussion messages and interviews with selected participants. As a result, in terms of self-regulated learning, the goal setting and planning, task strategies and help seeking skills of the students were high in the face to face learning designed with problem based activities through flipped classroom model, their goal setting and planning, task strategies and help seeking skills were appeared moderately. In the home sessions, environment structuring, goal setting and planning skills were developed in high level while task strategies, help seeking, time management, monitoring, self-efficacy and self-evaluation skills were moderate and monitoring skills was lower. Consequently, it is hoped that the study may provide some suggestions for using problem based activities in flipped learning.</description><subject>Active learning</subject><subject>Blended Learning</subject><subject>Classrooms</subject><subject>Collaborative learning</subject><subject>Computer programming</subject><subject>Educational activities</subject><subject>Educational environment</subject><subject>Educational psychology</subject><subject>Educational Technology</subject><subject>Flipped classroom</subject><subject>Flipped classroom model</subject><subject>Foreign Countries</subject><subject>Goal Orientation</subject><subject>Goal setting</subject><subject>Help Seeking</subject><subject>Homework</subject><subject>Interviews</subject><subject>Learning</subject><subject>Methods</subject><subject>Monitoring</subject><subject>Observation</subject><subject>Observational research</subject><subject>Online learning</subject><subject>Planning</subject><subject>Problem Based 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Society</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cakiroglu, Unal</au><au>Ozturk, Mucahit</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1125968</ericid><atitle>Flipped Classroom with Problem Based Activities: Exploring Self-regulated Learning in a Programming Language Course</atitle><jtitle>Educational Technology ＆ Society</jtitle><date>2017-01-01</date><risdate>2017</risdate><volume>20</volume><issue>1</issue><spage>337</spage><epage>349</epage><pages>337-349</pages><issn>1176-3647</issn><issn>1436-4522</issn><eissn>1436-4522</eissn><abstract>This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students' and the instructor's experiences including their opinions and behaviours. Qualitative data was collected with an observation form, discussion messages and interviews with selected participants. As a result, in terms of self-regulated learning, the goal setting and planning, task strategies and help seeking skills of the students were high in the face to face learning designed with problem based activities through flipped classroom model, their goal setting and planning, task strategies and help seeking skills were appeared moderately. In the home sessions, environment structuring, goal setting and planning skills were developed in high level while task strategies, help seeking, time management, monitoring, self-efficacy and self-evaluation skills were moderate and monitoring skills was lower. Consequently, it is hoped that the study may provide some suggestions for using problem based activities in flipped learning.</abstract><cop>Palmerston North</cop><pub>International Forum of Educational Technology ＆ Society</pub><tpages>13</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Active learning Blended Learning Classrooms Collaborative learning Computer programming Educational activities Educational environment Educational psychology Educational Technology Flipped classroom Flipped classroom model Foreign Countries Goal Orientation Goal setting Help Seeking Homework Interviews Learning Methods Monitoring Observation Observational research Online learning Planning Problem Based Learning Problem solving Programming languages Qualitative analysis Self Efficacy Self Evaluation (Individuals) Self Management Self-regulated learning Skill Development Skills Special Issue Articles Student Attitudes Students Study and teaching Teacher Attitudes Teachers Teaching Methods Technology education Technology Uses in Education Time Management Undergraduate Students Video Technology |
| title | Flipped Classroom with Problem Based Activities: Exploring Self-regulated Learning in a Programming Language Course |
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