The Flipped Classroom: Factors of Self-regulated Learning Affecting Students’ Learning Effects

Abstract

This study investigates how students’ self-regulated learning affect their learning satisfaction and performance within flipped classroom courses. Eighty–eight undergraduate computer science students taking a flipped classroom course from a private university in the Central Taiwan participated in the study. A Web–based questionnaire was used to collect data on students’ demographics, self-regulated learning as well as learning satisfaction and performance. According to the examination of Pearson’s correlation coefficients, findings show that the effects of flipped classroom are positive correlated with self-regulated learning of students. In addition, self-regulated learning between students' gender is significant difference in this flipped classroom course as well as learning satisfaction and performance. The effects of flipped classroom are also significant difference between retaking students and other students.