Table 1.

Perception of SRL
• Flipped classrooms have been widely implemented in higher • This is a quantitative study using a questionnaire for data collection.
Number
education. Through this instructional strategy, students learn • Due to the time constraints and the small scope of this research, a small Subscales
of items
about a new subject before class, freeing up class time for sample was selected through convenience sampling and 10 participants
• Goal Setting 2
discussions and activities that involve higher-order thinking completed the questionnaire. • Environment Structuring 2
(Alsancak Sirakaya & Ozdemir, 2018). • Participant selection criteria included: 1) being a graduate student of • Task Strategies 2
Educational Technology, 2) having experienced learning in flipped • Time Management 2
• Enhancing self-regulated learning (SRL) skills, as the skills to
• Help Seeking 1
regulate and self-assess the learning process, is a crucial matter in classrooms in the field of Educational Technology. • Self-Evaluation 3
higher education since learners are supposed to handle complex • Descriptive statistics were utilized to analyze the data (Johnson &
Mozhgan Jangi, MA Educational Technology, ETEC640 learning situations while receiving limited external feedback (Roth, Christensen, 2020). Table 2. Perception of Flipped classrooms
Department of Education, Concordia University Ogrin & Schmitz, 2016). • After completing a consent form, participants answered a total of 24 Number
Mo_jangi@[Link] • A literature review reveals that flipped learning experience questions, including demographics. The first section of the questionnaire
Subscales
of items

enhances students’ use of SRL skills. However, limited research (items 3-14) was analyzed to answer the first research question. Table 1 • Usefulness of pre-class 3
activities
has been conducted in Educational Technology. Therefore, the aim displays the subscales measuring the perception of SRL. • Positive experience of 4
of the current study was to understand graduate students’ • The second section of the questionnaire (items 15-21) was analyzed to flipped classroom

perception of SRL skills in their flipped classrooms in Educational answer the second research question. Table 2 illustrates different
Technology and their perception of learning in flipped classrooms. subscales measuring the perception of flipped classrooms.

Research Question 2

• As shown in Figure 1, the subscales of setting educational Figure 1. Perception of SRL skills To what extent do the flipped learning activities impact the Figure 2. Perception of Flipped Classrooms
goals (M = 3.56, SD = 0.32) and time management (M =
4
perception of learning in a flipped classroom? 5
3.56, SD = 0.67) equally impact the perception of SRL
4.5
Research Question 1 skills. Structuring the learning environment (M = 3.43, SD = 3.5

0.62) is another influential factor and task strategies (M = 3 • Figure 2 demonstrates the two dimensions of the perception of
4

2.62, SD = 0.83) is the factor with a smaller impact. learning in flipped classrooms. Experience of flipped classrooms
3.5

To what extent does the experience of • Regarding the subscale of help seeking, the option “I rely 2.5 3
3.25

(M = 3.25, SD = 1.17) shows an approximately equal impact as 3.04

Means
flipped classrooms impact the perception on myself to solve course-related problems” was ranked

Means
2.5

the highest by the majority of participants (M = 3.00, SD =

2
the subscale of usefulness of pre-class activities (M = 3.04, SD
of SRL skills? 3.56
3.43
3.56

= 1.25).
2
1.19), While the option “I utilize Educational Technology 1.5

• An independent t-test was run between the flipped classroom 1.5

2.62

platforms to consult knowledgeable individuals who can 1

assist me with the course content” was ranked the lowest perception of the students who were enrolled in Educational 1

(M = 1.88, SD = 1.12). 0.5

Technology for 1-2 semesters and the perception of those who 0.5

• For the subscale of self-evaluation techniques, the 0 were enrolled in the courses for 3-4 semesters. There was no 0
USEFULNESS OF PRE-CLASS EXPERIENCE OF FLIPPED
participants indicated the percentage of their use of Setting Educational
Goals
Structuring the
Learning Environment
Task Strategies Time Management
significant difference in the perception of flipped classrooms ACTIVITIES CLASSROOMS
various techniques using a slider. “I check my learning Subscales
between the two groups, with the 1-2 semesters group scoring Subscales
outcomes by my performance in the class” was the self- 3.12 and the 3-4 semesters group scoring 3.42, M = 0.30, 95%,
evaluation technique with the highest percentage (M = CI = [-0.56, 0.93], t (6) = 0.51, p = 0.62.
7.75, SD = 2.86), while the technique “I summarize my
learning in online courses to examine my understanding of
what I have learned” had the lowest percentage (M =
5.50, SD = 2.39).

• The findings of this research revealed that the experience of flipped classrooms has a positive impact on various dimensions of SRL skills among the This study was an attempt to investigate the Alsancak Sirakaya, D., & Ozdemir, S. (2018). The effect of a flipped classroom model
graduate students of Educational Technology. The evidence is that the mean of the responses to the subscales of goal setting, structuring the learning perception of graduate students’ sense of self- on academic achievement, self-directed learning readiness, motivation and
retention. Malaysian Online Journal of Educational Technology, 6(1), 76-91.
environment, and time management are around 3.5, which is close to 4 on this 4-point Likert scale. This means, on average, students set short-term and regulation in their flipped courses of Educational
Barak, M. (2010). Motivating self-regulated learning in technology
long-term goals, choose an environment with few distractions when studying, and distribute their studying time evenly across days. The result is in line with Technology, and their perception of learning in
education. International Journal of Technology and Design Education, 20, 381-
Zhang (2019), according to which flipped learning environments positively correlate with students’ use of self-regulatory strategies. However, the average flipped classrooms. Overall, a relatively high use of 401.
use of task strategies such as working extra problems in Educational Technology was not considerably high, which could be related to the lack of access to SRL strategies and perception of flipped learning Johnson, B., & Christensen, L. B. (2020). Educational research: quantitative,
resources or out-of-class support for students. experience was revealed. However, limitations qualitative, and mixed approaches (Seventh). SAGE Publications.
• Among help-seeking strategies, including sharing problems with peers and seeking assistance from instructors, the participants in this study prioritized self- such as a small sample size and unequal number of Lewis, J. P., & Litchfield, B. C. (2011). Effects of self-regulated learning strategies on
reliance. This characteristic is, in fact, highlighted by Barak (2010) as a crucial skill that graduate students need to develop. Also, the fact that the male and female participants may limit the preservice teachers in an educational technology course. Education, 132(2).

participants in this study monitor and self-assess their outcomes based on their performance in class agrees with Zheng et al. (2020), who assert that the generalizability of the findings. Roth, A., Ogrin, S., & Schmitz, B. (2016). Assessing self-regulated learning in higher
education: A systematic literature review of self-report instruments. Educational
transition from a traditional classroom to a flipped learning environment equips learners with monitoring strategies. The future studies could conduct a more
assessment, evaluation and accountability, 28, 225-250.
• Regarding the perception of learning in a flipped classroom, on average, students have a positive attitude towards their flipped learning experience and comprehensive investigation on a larger sample
Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning,
perceive the pre-class activities as useful since the aggregated mean of these subscales is approximately 3.5, which is equal to satisfactory on this 5-point focusing on the impact of flipped classrooms on perceptions, and achievement in an introductory biology course. Journal of
Likert scale. Similarly, Sletten (2017) concludes that students who find before-class activities useful, express a better flipped learning experience. SRL skills across different age groups and genders. Science Education and Technology, 26, 347-358.
• On the other hand, the t-test between the flipped learning perception of students with more courses in Educational Technology (i.e., 3-4 semesters) and the Moreover, the impact of the duration of exposure Zhang, S. (2019). Chinese-as-a-Foreign-Language Learners' Use of Self-Regulated
perception of those with fewer courses (i.e., 1-2 semesters) did not show a significant difference. First of all, the reason could be the small sample size of this to flipped learning strategies on learners’ Learning in Flipped/Blended Learning Environments-A Descriptive Study. Studies
in Self-Access Learning Journal, 10(2).
research. Lewis and Litchfield (2011) also reported no improvement in students’ perception of flipped learning due to their small sample size. Secondly, the perception of flipped learning could be further
Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-
reason may be the uneven exposure of students to flipped learning strategies in different semesters, which consequently has not enhanced their interest in investigated with a larger sample in the future.
based and flipped learning environment: learning strategies across achievement
this learning model. levels and years. Medical education online, 25(1), 1686949.