Addressing Student Motivation, Self-regulation, and Engagement in Flipped Classroom to Decrease Boredom

Abstract

The interplay teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. The pervasiveness of the boredom experienced by many students, along with its deleterious effects, clearly implies that educators, and teachers responsible for the design of academic settings should pay more attention to this emotion. With regard to the prevention or reduction of boredom, the present findings suggest that specific measures could focus on increasing the perceived values of activities in achievement settings. This study used mixed methodologies, including a student perception inventory and observations, to investigate whether teachers differ in their regulation mode during flipped lesson. This paper is an attempt to examine the impact of flipped classroom model on student's learning with particular focus on teacher's reflections on their learning process. The contribution of this research is that it qualifies the instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper would give a contribution to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.