In a flipped classroom (FC), students receive the instructional material before the physical lecture to study themselves and the implementation of this material is done during class. The increased demand for the FC method arose the need for accountability and quality. This study aimed to evaluate the initial effects of the FC method on learning outcomes, self-regulated learning (SRL) skills, motivation and interest of higher education students. More specifically, the study focused on the effect of SRL and motivational prompts on these variables. An experimental research design was implemented. The data was collected via online knowledge tests (pre, post, and follow-up) and questionnaires (pre and post) before and after the four flipped sessions. The research sample consisted of 26 master students. The findings suggested that there was a significant decrease in students’ metacognitive skills, help seeking skills, interest, and motivation (i.e. relevance) and insignificant change in time management, persistence environmental structuring skills, and persistence after the flipped sessions. No significant difference between the strong and the weak group was found. Moreover, students’ knowledge test scores were improved after the flipped sessions. Overall, the students accepted the FC method, however, they did not find the prompts technique useful. Discussion of the results and the implications for the design of the FC is provided.     «

In a flipped classroom (FC), students receive the instructional material before the physical lecture to study themselves and the implementation of this material is done during class. The increased demand for the FC method arose the need for accountability and quality. This study aimed to evaluate the initial effects of the FC method on learning outcomes, self-regulated learning (SRL) skills, motivation and interest of higher education students. More specifically, the study focused on the effect...     »

In a flipped classroom (FC), students receive the instructional material before the physical lecture to study themselves and the implementation of this material is done during class. The increased demand for the FC method arose the need for accountability and quality. This study aimed to evaluate the initial effects of the FC method on learning outcomes, self-regulated learning (SRL) skills, motivation and interest of higher education students. More specifically, the study focused on the effect of SRL and motivational prompts on these variables. An experimental research design was implemented. The data was collected via online knowledge tests (pre, post, and follow-up) and questionnaires (pre and post) before and after the four flipped sessions. The research sample consisted of 26 master students. The findings suggested that there was a significant decrease in students’ metacognitive skills, help seeking skills, interest, and motivation (i.e. relevance) and insignificant change in time management, persistence environmental structuring skills, and persistence after the flipped sessions. No significant difference between the strong and the weak group was found. Moreover, students’ knowledge test scores were improved after the flipped sessions. Overall, the students accepted the FC method, however, they did not find the prompts technique useful. Discussion of the results and the implications for the design of the FC is provided.     «

In a flipped classroom (FC), students receive the instructional material before the physical lecture to study themselves and the implementation of this material is done during class. The increased demand for the FC method arose the need for accountability and quality. This study aimed to evaluate the initial effects of the FC method on learning outcomes, self-regulated learning (SRL) skills, motivation and interest of higher education students. More specifically, the study focused on the effect...     »