Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

Christopher C. Y. Yang, Irene Y. L. Chen, Anna Y. Q. Huang, Qian-Ru Lin and Hiroaki Ogata
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Christopher C. Y. Yang: Kyoto University, Japan
Irene Y. L. Chen: National Changhua University of Education, Taiwan
Anna Y. Q. Huang: National Central University, Taiwan
Qian-Ru Lin: National Central University, Taiwan
Hiroaki Ogata: Kyoto University, Japan

International Journal of Online Pedagogy and Course Design (IJOPCD), 2020, vol. 10, issue 4, 1-13

Abstract: The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

Date: 2020
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International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

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