Flipped Learning, Self-Regulated Learning and Learning Retention of Students with Internal/External Locus of Control

Abstract

This article investigates the effect of the flipped learning model on university students with internal/external locus of control regarding their self-regulated learning skills and learning retention in Saudi Arabia. The sample was divided into two groups according to learning style (internal/external locus of control). Both groups were taught through a flipped learning model. A self-regulated learning skills scale and a learning retention instrument were used. Results indicate significant differences between the experimental groups in favor of the internal locus control. The study highlights the necessity of identifying students’ learning styles and finding the best e-learning environments and strategies that meet their learning preferences.