Does teaching metacognitive skills through peer-conducted flipped classroom improve high school students’ self-regulation?

Does teaching metacognitive skills through peer-conducted flipped classroom improve high school students’ self-regulation?

Obtaining metacognitive skills is crucial for enhancing self-regulation. So, this quasi-experimental study aimed to assess the effect of teaching metacognition through peer-conducted flipped classroom on high school students' self-regulation. 107 students filled out Self-Regulation Questionnair...

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Bibliographic Details
Main Authors: Aeen Mohammadi, Melika Mohammadi, Nazanin Zahra Keshvari, Rita Mojtahedzadeh, Shadi Asadzandi, Bahareh Rahimifar Tehrani
Format: Article
Language:English
Published: Italian e-Learning Association 2022-04-01
Series:Je-LKS: Journal of E-Learning and Knowledge Society
Subjects:
Metacognition
Self-Regulation
Flipped Classroom
Peer Learning
High School
Online Access:https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135489

Internet

https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135489

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