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.
Index Terms—Autonomous learning, flipped classroom self-regulated learning, technology-enhanced learning, telecollaboration.
Jelena Marjanovic is with the Autonomous University of Barcelona, Bellaterra, Spain (e-mail: email@example.com).
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.