SRL support modules (progress dashboard and reflection prompts) in a flipped unit produced higher SRL skills, engagement, and learning performance than control¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Yoon et al.'s (2021) three-week flipped learning unit, the experimental group using the two SRL support modules exhibited higher levels of SRL skills, behavioral and cognitive engagement, and learning performance than the control group. → Yan Shen 2025

Evidence¶

Yan Shen 2025¶

Yan Shen, Dan Spencer, Jennifer Tagsold, Hyunsong Kim. (2025). Integrating cognition, self-regulation, motivation, and metacognition: a framework of post-pandemic flipped classroom design. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10485-y

q2 · i? · causal · r?

Review's account of Yoon et al.'s (2021) study facilitating SRL in a three-week flipped learning unit of a pre-service teacher course on technology integration, using a dashboard module visualizing progress and quiz scores and a reflection module prompting assessment, goal setting, and transfer. The experimental group outperformed the control group; no effect size is printed.

"They reported that the experimental group using the two modules exhibited higher levels of SRL skills, behavioral and cognitive engagement, and learning performance than the control group."

Discussion¶

Related Claims¶

• Better online learning outcomes in a flipped course tend to produce better in-class readiness, which further leads to better after-class performance and exam grades — related
• A DLS with multiple scaffolds improved achievement and SRL attitudes, with high-achieving students beating traditional teaching but not flipped classroom — related
• Self-regulated learning improves achievement — a broader claim this one bears on
• In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
• Instructional design features of CE activities (peer interaction, feedback, self-assessments, flipped classroom) are positively associated with SRL strategies — related
• Chatbot-guided feedback SRL produced a significant interaction between feedback method and website design performance over time, with the groups differing only on the second website — related