Share Paper: Integrating Cognition, Metacognition, and Motivation: A Multi-Level Framework for Flipped Classroom Design and Research

  1. Yan Shen, North Carolina State University, United States
  2. Hyun Song Kim, Berkeley College, United States
  3. H. Kenny Kuo, North Carolina State University, United States
Wednesday, October 17 11:30 AM-12:30 PM Jubilee Ballroom 1

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. ...