Learners' Self-Regulation in an Interactive Response System-Aided Flipped Classroom

Abstract

The flipped classroom approach is one of the prominent pedagogical methods that have drawn much attention from educators and researchers. More and more educational institutions are integrating new technologies into this learning approach to help students get better learning achievements. However, without proper educational tools to support students' engagement during the flipped learning process, the learning outcomes might not be as good as expected. Therefore, the purpose of this study was to investigate the effectiveness of interactive response system with mobile clickers (i.e., IRS's on mobile devices) on students' online self-regulation in the flipped classroom approach. A quasi-experimental design was conducted in a college Internet marketing course in north Taiwan. The study applied the quantitative method by using a survey of online self-regulation. From the experimental result, it was found that among the six subscales of self-regulation, the experimental group who learned with clickers had significant higher ratings in three subscales, that is, environment, task strategies, and help seeking. With the clicker-aided flipped classroom learning approach, the experimental group showed higher concerned on their learning environment, task strategies and help seeking in terms of self-regulation. Based on the finding, the benefits of applying mobile clickers in the flipped classroom as well as the conception of how clicker-aided flipped classroom approach influences on students' online self-regulation are highlighted.