Self-Regulated Learning, e-Learning, and the Flipped Classroom:

A Comparative Study

Abstract

Self-regulated learning (SRL) leads to greater achievement because students are more likely to plan, organize, and self-monitor their learning. (Pintrich & De Groot, 1990). At the university level, SRL leads to greater motivation and academic achievement (Kosnin, 2007). One context that might contribute to improved SRL skills is e-learning because an e-learning system promotes continuity inside and outside the class. Moreover, a flipped classroom enables effective practice and interaction by reversing in-class instructional time and out-of-class practice time. Previous research on the relationship between e-learning and SRL, however, has yielded mixed results (e.g., Kramarski & Gutman, 2006; Lynch & Dembo, 2004; McManus, 2000), which might be attributed to the difficulty of continuing work inside and outside of the classroom (Adachi, 2007) or the procrastination associated with e-learning (Goda, 2012). In this study, an SRL system was developed in support of flipped classroom activities to encourage students to self-regulate. University EFL students in Japan, the Philippines, and Malaysia were investigated to examine the relationship between motivation and self-regulation as well as the effectiveness of a self-regulated flipped classroom system. In addition, we investigated the influence of learner characteristics on their sense of satisfaction with the flipped classroom.