Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms
Flipped classes are designed to facilitate self-teaching, self-assessment, and self-regulation (Talbert, 2017). Because flipped classes demand more student responsibility than traditional classes, monitoring their own learning and making adjustments are crucial in helping students perceive this incr...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Indiana University Office of Scholarly Publishing
2020-12-01
|
| Series: | Journal of the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/27541 |
| _version_ | 1818983989484978176 |
|---|---|
| author | Michelle M. Robbins Grace O Onodipe Alan Marks |
| author_facet | Michelle M. Robbins Grace O Onodipe Alan Marks |
| author_sort | Michelle M. Robbins |
| collection | DOAJ |
| description | Flipped classes are designed to facilitate self-teaching, self-assessment, and self-regulation (Talbert, 2017). Because flipped classes demand more student responsibility than traditional classes, monitoring their own learning and making adjustments are crucial in helping students perceive this increase as manageable. The current study hypothesized that students in flipped classes would show increases across the semester in their self-regulated learning and that students who engaged in reflective writing tasks (e.g., Nilson, 2013) would show more improvement than those who did not. The full sample consisted of 402 students in courses across multiple disciplines, and there were 26 students in two psychology-specific courses. Contrary to expectations, students’ motivation and learning strategy scores decreased or remained stable across the semester, except for test anxiety and peer learning, which improved. In general, completing reflective writing tasks seemed to attenuate the decline in motivation scores and actually improve some learning strategy scores in the full sample, but not in the psychology-specific courses, except for test anxiety. These results may reflect an overall decrease in motivation due to the approaching end of the school year or more complexity than originally hypothesized. Follow-up analyses are underway to examine possible mediating/moderating factors. Methodological challenges in conducting multidisciplinary SoTL research and implications for future research are discussed. |
| first_indexed | 2024-12-20T18:11:52Z |
| format | Article |
| id | doaj.art-4390a1142a704e23a177e076e2b15eef |
| institution | Directory Open Access Journal |
| issn | 1527-9316 |
| language | English |
| last_indexed | 2024-12-20T18:11:52Z |
| publishDate | 2020-12-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj.art-4390a1142a704e23a177e076e2b15eef2022-12-21T19:30:27ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162020-12-0120310.14434/josotl.v20i3.27541Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped ClassroomsMichelle M. Robbins0Grace O Onodipe1Alan Marks2Georgia Gwinnett CollegeGeorgia Gwinnett CollegeGeorgia Gwinnett CollegeFlipped classes are designed to facilitate self-teaching, self-assessment, and self-regulation (Talbert, 2017). Because flipped classes demand more student responsibility than traditional classes, monitoring their own learning and making adjustments are crucial in helping students perceive this increase as manageable. The current study hypothesized that students in flipped classes would show increases across the semester in their self-regulated learning and that students who engaged in reflective writing tasks (e.g., Nilson, 2013) would show more improvement than those who did not. The full sample consisted of 402 students in courses across multiple disciplines, and there were 26 students in two psychology-specific courses. Contrary to expectations, students’ motivation and learning strategy scores decreased or remained stable across the semester, except for test anxiety and peer learning, which improved. In general, completing reflective writing tasks seemed to attenuate the decline in motivation scores and actually improve some learning strategy scores in the full sample, but not in the psychology-specific courses, except for test anxiety. These results may reflect an overall decrease in motivation due to the approaching end of the school year or more complexity than originally hypothesized. Follow-up analyses are underway to examine possible mediating/moderating factors. Methodological challenges in conducting multidisciplinary SoTL research and implications for future research are discussed.https://scholarworks.iu.edu/journals/index.php/josotl/article/view/27541flipped classrooms, self-regulated learning, multidisciplinary research |
| spellingShingle | Michelle M. Robbins Grace O Onodipe Alan Marks Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms Journal of the Scholarship of Teaching and Learning flipped classrooms, self-regulated learning, multidisciplinary research |
| title | Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms |
| title_full | Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms |
| title_fullStr | Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms |
| title_full_unstemmed | Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms |
| title_short | Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms |
| title_sort | reflective writing and self regulated learning in multidisciplinary flipped classrooms |
| topic | flipped classrooms, self-regulated learning, multidisciplinary research |
| url | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/27541 |
| work_keys_str_mv | AT michellemrobbins reflectivewritingandselfregulatedlearninginmultidisciplinaryflippedclassrooms AT graceoonodipe reflectivewritingandselfregulatedlearninginmultidisciplinaryflippedclassrooms AT alanmarks reflectivewritingandselfregulatedlearninginmultidisciplinaryflippedclassrooms |