doi: 10.18178/ijiet.2018.8.9.1117
How Well do They Self-regulate? A Case Study of Two Undergraduate Students’ Self-regulated Learning in a Telecollaborative Flipped Classroom
Jelena Marjanovic
Abstract
This paper presents case studies of two undergraduate learners studying to become primary school teachers. The qualitative analysis focused on their self-regulated learning (SRL) in a highly demanding technology-enhanced university course employing an instruction model that combines flipped classroom and telecollaboration. The study aimed to identify problems they face in each of the three phases of Zimmerman´s model of self-regulated learning: forethought, performance and self-reflection. The data was collected using an online questionnaire, self-made screen recordings of students´ work on tasks, snapshots of their use of Trello for work organization and recordings of online Skype meetings. Several problems were found in all the three phases of students´ SRL. The paper presents these problems and discusses possible causes and solutions that can help improve the course that is the context of this study as well as similar technology-enhanced courses.
Keywords
- Autonomous learning
- flipped classroom self-regulated learning
- technology-enhanced learning
- telecollaboration
How to Cite
Jelena Marjanovic, "How Well do They Self-regulate? A Case Study of Two Undergraduate Students’ Self-regulated Learning in a Telecollaborative Flipped Classroom," International Journal of Information and Education Technology, vol. 8, no. 9, pp. 653-660, 2018. https://doi.org/10.18178/ijiet.2018.8.9.1117
Copyright & License
Copyright © 2018 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).