The impact of teacher regulated versus self-regulated flipped learning
The impact of teacher regulated versus self-regulated flipped learning
Author(s): S. Vijayakumar, Akhter Habib Shah, Syed Farhat Jahara, Tribhuwan KumarSubject(s): School education, Sociology of Education, Distance learning / e-learning, Pedagogy
Published by: Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi
Keywords: ESL; Flipped Instruction; Online Learning; Pedagogy; Self-Regulated Learning;
Summary/Abstract: The purpose of this research paper is intended to look into how teacher-mediated flipped learning and student-regulated learning affect presentation skills. A total of 68 English as Specific Language (ESL) students were chosen for the intervention trial. In Group-A, 34 students were exposed to teacher-mediated flipped learning, whereas Group-B students were exposed to student-regulated flipped learning. Before the intervention, the samples were homogeneous. To determine the impact, the researchers used Levene’s Test of Variance. The results of this study clearly illustrate that both teacher-mediated and studentregulated learning brings potential and obstacles. Both groups showed signs of progress. Students in the teacher-mediated flipped mode, on the other hand, outperformed those in the self-regulated flipped method.
Journal: World Journal on Educational Technology: Current Issues
- Issue Year: 14/2022
- Issue No: 6
- Page Range: 1857-1872
- Page Count: 16
- Language: English
