Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model

Abstract

The flipped classroom has gained a great deal of attention in educational research and practice in recent years. The purposes of this study are to understand the relationship between students’ online self-regulated learning (SRL) and their perceptions of learning in a flipped classrooms (FC), to identify possible mediators in this relationship, and to explain how this relationship predicts students’ intentions to participate in an FC. Two questionnaires were used to gather data from 576 undergraduate or graduate students in Taiwan. The structural equation model showed that students’ in-class interactions and online SRL are predictors of their perceived quality of usefulness of online learning activities and positive experience of FC, and these, in turn, associate with their intentional behaviours of participating in FC. While students’ perceived value of interactions in physical classrooms directly related to their intentions to participate in FC, their online SRL predicts their intentions to participate in flipped learning only when mediated by the perceived quality of the usefulness of the online learning activities and positive experience of FC.

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