Share Paper: Integrating Cognition, Metacognition, and Motivation: A Multi-Level Framework for Flipped Classroom Design and Research
Abstract: Despite an increasing emphasis on the pedagogical design of flipped classrooms, there is a lack of research on pragmatic and generalizable design guidelines. In this paper, we propose a multi-level framework, consisting of theoretical, conceptual, and design frameworks, to initiate design-based research and guide flipped classroom practice. Considering cognitive, metacognitive, and motivational perspectives, the theoretical framework builds upon first principles of instruction (Merrill, 2013), self-regulated learning (Zimmerman, 2002), and the MUSIC model (Jones, 2009). The conceptual framework transforms the theoretical framework into three design aspects, including the flipped classroom learning cycle, the self-regulated learning cycle, and the flipped classroom orientation. ...