The Effects of Self-Regulated Learning on Students’ Performance Trajectory in the Flipped Math Classroom

Zhiru Sun, Lin Lu, Kui Xie

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review


The flipped classroom is a unique instructional model with in-class activities being heavily dependent on pre-class learning engagement. Practitioners and researchers have well recognized the critical role of the pre-class learning on students' performance in the flipped class. However, little research has investigated how students learn in the pre-class setting and what factors can help students improve their pre-class learning. Based upon the self-regulated learning theory, this study used both survey research and learning analytics methods to uncover students' performance trajectories of a semester in two flipped undergraduate math courses and examined whether the three key self-regulated learning factors-self-efficacy, the use of metacognitive strategy, and self-regulatory behaviors-were significantly different across different performance trajectories. The results revealed six different performance trajectories among students and found significant differences across these trajectories in terms of the three self-regulatory factors.

Original languageEnglish
Title of host publicationTransforming Learning, Empowering Learners : Conference Proceedings
EditorsChee-Kit Looi, Joseph Polman, Ulrike Cress, Peter Reimann
Place of PublicationSingapore
PublisherInternational Society of the Learning Sciences
Publication date2016
ISBN (Electronic)978-0-9903550-9-0
Publication statusPublished - 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners - National Institute of Education, Singapore, Singapore
Duration: 20. Jun 201624. Jun 2016


Conference12th International Conference of the Learning Sciences
LocationNational Institute of Education
Internet address


  • Flipped classroom
  • Learning analytics
  • Self-regulated learning
  • Survey-based research


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