Promoting self-regulation strategies through virtual instructional materials in a biology flipped learning environment

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ID: 287520
2023
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Abstract
Influenced by factors such as advanced educational technologies, the introduction of the internet, and the global crisis brought about by the COVID-19 pandemic, the educational system in higher education institutions (HEIs) is one of the most challenged institutions concerning shifting from conventional classes to a more flexible method of distance modality through online learning. Along with the continuous implementation of flexible learning modalities (FLMs) in the new normal, examining students' self-regulated learning (SRL) is pivotal. Efforts are evident to improve self-regulation using flipped classrooms. However, evidence is limited to understanding SRL strategies among learners in biology courses in HEIs. Henceforth, this study aimed to promote SRL through a flipped learning experience using virtual instructional material (FLE-VIM) to enhance the learning of Biology concepts. This study employed educational action research, incorporating the Plan-Do-Study-Act framework to investigate students' SLR and satisfaction with their FLE-VIM. Findings revealed that among the SRL constructs, environmental structuring had the highest response rate (M= 4.27; SD= 0.94), while persistence obtained the lowest rating (M= 3.80; SD= 0.88). Meanwhile, student participants agreed that FLE-VIM was satisfactory (M= 3.47, SD= 0.59), but disagreements were also noted in all the indicators. Results also showed large effects (d< 0.8, p< 0.01) on the learning gains between pre-test and post-test results, reflecting post-test was better than the pre-test. Furthermore, there is no significant relationship between the student participants' demographic profiles and SRL. In contrast, there is an association between overall flipped learning performance and SRL categories (metacognition, help-seeking), between overall flipped learning performance and overall SRL, between explain and SRL categories (metacognition, help-seeking), and between explain and overall SRL (p< 0.05). The qualitative findings further explain the quantitative results. Moreover, the generated model based on SEM illustrates a large regression weighs towards FLE-VIM (b =0.883, t =1.219, p =.223). Finally, the teacher-researcher developed a proposed instructional model for self-regulated online flipped learning. Keywords: Information and Communication Technology, flexible learning, flipped learning, self-regulated learning, virtual instructional material
Reference Key
persistent_1760661841_68f191517f36e Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Briones, Mary Rose M.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/47
Keywords Keywords not found

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