Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance

In recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home before class so that the teacher can lead students to participate in activities, problem‐solving, and discussions. Yet the design or use of technology that employs planned instructional strategies with sustainable support of self‐regulation is scant. We propose a technology‐enhanced flipped language learning system (Flip2Learn) that provides facilitation and guidance for learning performance and self‐regulation. A quasi‐experimental study was carried out to examine whether Flip2Learn could enhance college students' self‐regulatory skills and later contribute to the learning performance in the flipped classrooms. The results showed that Flip2Learn not only better prepared students for flipped classrooms but also better promoted learning performance compared to the conventional flipped classrooms. The results of this research advanced our understanding of the dynamics of flipped classrooms and represented a revolutionary new approach to the technology‐enhanced learning for flipped classrooms. Lay Description What is currently known about the subject matter: Flipped classroom has been implemented in various disciplines and across different educational levels. Flipped classroom gives students more opportunities to participate in more interactive and higher‐order activities. To fully participate in the flipped classroom, watching or listening to online materials is an essential part of flipped learning. What this paper adds to this: This study designed and implemented a technology‐enhanced flipped language learning system (Flip2Learn) with self‐regulated scaffolds to better acquaint students with flipped classrooms and to maximize the benefits of the flipped classroom. Students exposed to Flip2Learn not only showed better self‐regulation skills, but also better readiness for subsequent flipped learning. Results from this study demonstrated the feasibility of implementing the Flip2Learn approach to facilitate low prior knowledge students' learning performance. The implications of study findings for practitioners: Results from this study implied that learning mechanism incorporating hard and soft scaffolds provide students with instant help and guidance helps students avoid feelings of isolation or a lack of motivation to learn. A focus on self-regulated learning can adv