The impact of flipped project-based learning on self-regulation in higher education

Abstract

The combination of project-based learning (PBL) and flipped classroom methods offer learners the opportunity to go beyond content acquisition to develop further lifelong learning skills. To this end, we proposed a flipped project-based learning approach (SRPBL) that foster self-regulated learning (SRL) strategies in higher education. In this study, the authors examined the impact and effectiveness of the proposed approach on various facets of students' SRL, including motivational beliefs, self-regulation strategies, and collaborative strategies. A quasi-experimental research design that compared pretest and posttest measures for 83 students distributed into four groups enrolled in different curricular courses across different disciplines: economics, tourism, translation, and science of information. These courses took place under the guidance and assistance of five facilitators, providing appropriate scaffolding and resources for students. Overall, the results revealed that the flipped PBL approach has significantly enhanced students' SRL skills. It was found that the approach improved the students' self-regulation performance among different groups above their disciplines and levels. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. Participants also claimed that the approach was useful and effective. Furthermore, qualitative data revealed that the pedagogical role of facilitators and the course designing are determinant factors for the effectiveness of these studentcentered learning environments. This study contributes to an advance in the understanding of how the development of self-regulated learning strategies can be integrated into a flipped project-based learning environment in higher education.