Using Self-Regulated Learning Strategies in a Flipped Learning to Improve Students’ Metacognition
This paper shows the importance of investigating self-regulated learning (SRL) strategies in the flipped learning (FL) approach to improve higher education students’ metacognitive skills. The goal of utilizing SRL strategies in the FL approach is to empower students to become independent learners. For example, when using SRL strategies in the classroom, teachers can give various performance outcomes (such as quizzes), provide immediate feedback, and teach several learning strategies. Although all of these methods can effect positive changes in students’ self-regulated beliefs and behavior, the key element is providing students with frequent performance opportunities (Cleary & Zimmerman, 2004). Indeed, highly self-regulated learners feel empowered because of an underlying belief that success is largely dependent on one’s skill in effectively using and adjusting strategies. Therefore, the biggest step in training individuals to become self-regulated is to cultivate the belief that academic success is controlled by the student (Cleary & Zimmerman, 2004).