| Тойм: | <p>This research looks to support the deeper learning of A-level economists through assessing the merits of flipped learning to improve the use, and success, of self-regulated learning (SRL). With a focus on autonomy, self-efficacy and self-assessment cycles, successes were expected not only through improved academic results but also by enhancing students’ wider transferable skills for use beyond 6th form education.</p>
<p>The research was conducted with a lower 6th form cohort of A-level economists over an initial two week intervention period. A second phase was scheduled, but the COVID-19 pandemic halted these plans due to the nationwide closure of schools in March 2020. The research not only sought to uncover whether students’ learning outcomes would improve, but also to study the behaviours and motivations which influenced their success.</p>
<p>The research revealed that most students used SRL successfully and experienced improved learning outcomes, however, there was a noticeable decline in usage of one element of the SRL framework as the intervention progressed. The data showed that motivational influences played a significant role in reducing the effective use of self-assessment tools, resulting in diminishing learning outcomes. This impacted all students in the sample, including those displaying mastery behaviours.</p>
<p>It is suggested that a full adoption of flipped learning is not advisable given the cognitive load and implicit need for independent decision making, resulting in declining use of SRL. However, a short term adoption of flipped learning within a blended approach to education should enhance both learning outcomes and wider problem-solving skills.</p>
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