Authors: Kimberly Kappler Hewitt; Wayne Journell; Revital Zilonka
Addresses: Department of Educational Leadership and Cultural Foundations, University of North Carolina Greensboro, 1300 Spring Garden St., Room 351, Greensboro, NC 27402, USA ' Department of Teacher Education and Higher Education, University of North Carolina Greensboro, 408 School of Education Building, P.O. Box 26170, Greensboro, NC 27402-6170, USA ' Department of Educational Leadership and Cultural Foundations, University of North Carolina Greensboro, 1300 Spring Garden St., Room 370, Greensboro, NC 27402, USA
Abstract: Flipped instruction, while becoming a more common pedagogical approach is still a nascent area for empirical research. This comparative case study of the use of flipped instruction in two courses - one face-to-face and the other online - by the same instructor examines how flipped instruction can be used differently in different courses. The study examines how students interact with flipped video content and how their use of it supports self-regulated learning. Findings suggest that flipped instruction both requires and cultivates self-regulated learning. Flipped instruction provides temporal 'space' for metacognition and increases student self-efficacy and motivation. While flipped instruction has limitations, it makes online learning more palatable. The paper concludes with recommendations for future research.
Keywords: self-regulated learning; SRL; flipped instruction; reverse instruction; classroom flip; blended learning; inverted classroom; social media; interactive learning environments; flipped classroom; flipped video content; metacognition; student self-efficacy; student motivation.
International Journal of Social Media and Interactive Learning Environments, 2014 Vol.2 No.4, pp.303 - 325
Available online: 20 Feb 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article