A Framework of Students’ Regulation Processes for Flipped Learning

Authors

DOI:

https://doi.org/10.7213/1981-416X.23.079.AO09

Abstract

In order to achieve success in flipped learning individual and collaborative tasks, students can engage in productive regulatory processes to manage cognitions, behaviors, emotions and context. Self-regulated learning frameworks has come to be cornerstone for examining social forms of regulation. Despite recent advances in the area of co-regulation, more research is still needed on how groups of students regulate their learning in collaborative environments. In this work we apply an exploratory and integrative method to elaborate a framework of regulatory processes and an evaluation by experts to validate it.  We re-designed Pintrich’s self-regulation framework, placing a special emphasis on the crucial role of group work in flipped learning, providing a more holistic view of regulatory processes. Seven experts in collaborative learning answered positively to a questionnaire to evaluate the framework quality regarding clarity, compatibility, productivity, technological role, scope and focus on the student.  The extended framework presented here has implications for practice, being especially beneficial in creation of strategies for facilitating students’ self-regulation and co-regulation. This study provides valuable information for educators regarding instructional design and selection of an appropriate regulatory processes to shape learning activities to facilitate students’ engagement in the flipped learning approach.

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Author Biographies

Anderson Cavalcante Gonçalves, Universidade Federal de Goiás e Universidade Estadual de Goiás

Professor da Universidade Estadual de Goiás. Doutorando em Ciência da Computação pela Universidade Federal de Goiás; Mestre em Ciência da Computação pela Universidade Federal de Goiás; Especialista em Segurança da Informação pela Universidade Federal de Goiás; Graduado em Redes de Computadores pela Universidade Estadual de Goiás.

Deller James Ferreira, Universidade Federal de Goiás

Bacharel em Matemática pela Universidade Federal Fluminense (1987), Mestre em Sistemas e Computação pelo Instituto Militar de Engenharia (1990) e Doutora em Educação pela UnB (2008). Pós-doutorado na Universidade de Exeter (2010). É professora-associada do Instituto de Informática da Universidade Federal de Goiás. Atua nas áreas aprendizagem colaborativa e criativa mediada pelo computador, ensino de computação e interação humano-computador. Membro da Sociedade Brasileira de Computação. Membro do Grupo de Interesse em Educação em Computação / SBC. Membro do Grupo de Trabalho de Programação Introdutória / SBC.

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Published

2023-11-03

How to Cite

Cavalcante Gonçalves, A., & James Ferreira, D. (2023). A Framework of Students’ Regulation Processes for Flipped Learning. Revista Diálogo Educacional, 23(79), 1506–1521. https://doi.org/10.7213/1981-416X.23.079.AO09

Issue

Vol. 23 No. 79 (2023): Estudos sobre educação

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Articles

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