The Effectiveness of Flipped Classroom based on Cognitive Load on Students' Self-Regulation

Document Type : Original Article

Authors

1 PhD student, Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran

2 Assistant Professor, Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran

Abstract
Objective: Nowadays, acquiring the necessary skills to learn self-regulation is one of the goals of educational programs and turning "teaching" into "learning" is considered essential. Therefore, educational environments should seriously emphasize the importance of acquiring these skills. The current research was conducted with the aim of determining the effectiveness of the flipped classroom based on cognitive load on students' self-regulation learning.
Methods: The research method was semi-experimental, of pre-test-post-test type with experimental and control groups. The statistical population included all female undergraduate students in the elementary education field of Farhangian University of Chabahar in the first half of the academic year 1402-1403, numbering 402 people. The sample required for the research was selected purposefully from among the students who had taken the research and professional development course that randomly replaced by lottery in experimental and control groups (30 people in the experimental group and 30 people in the control group). The data were analyzed using the method of variance analysis with repeated measurements.
Results: The findings showed that there is a significant difference between the average scores of the post-test and follow-up self-regulation learning in the experimental and control groups. This means that teaching in a flipped classroom based on cognitive load had a positive effect on students' self-regulation learning (p < 0.05). According to the findings of this research, it can be concluded that the flipped classroom based on cognitive load can be effective in increasing students' self-regulated learning.
Conclusion: Therefore, using this educational method in universities can make classrooms inclusive and encourage students to be active in their learning.

Keywords

Subjects


سیف، علی‏اکبر. (1402). روان‌شناسی پرورشی نوین: روان‌شناسی یادگیری و آموزش. تهران: دوران.
شجاعی‏فرد، علی، احمدی قراچه، علی‏محمد و فراشبندی، رضا. (1401). ارائه مدل عِلّى پیش‌بینی اهمال‌کاری تحصیلی از طریق هیجان‏های تحصیلی و راهبردهای یادگیری خودتنظیمی با واسطه‌گری کمال‌گرایی دانش‌آموزان. نشریه پژوهش در نظام‏های آموزشی، 16(57)، 74-62. doi: 20.1001.1.23831324.1401.16.57.5.4
شیرعلی نژاد، فرزانه، قاسمی، مسعود و امامی پور، سوزان. (1401)، تعیین مقایسه اثربخشی آموزش سنتی و آموزش ترکیبی مبتنی بر نظریه بار شناختی در دانش‏آموزان دختر مقطع متوسطه ناحیه یک شهر کرمان. دو فصلنامه مطالعات روان‌شناختی نوجوان و جوان، 3 (2)، 197-212. doi: https://doi.org/10.61838/kman.jayps.3.2.15
عبدی، علی. (1398). کلاس معکوس: کارایی آموزشی و تأثیر آن بر عملکرد درسی و بار شناختی ادراک‌شده دانشجویان (موردمطالعه: درس فناوری اطلاعات در روان‌شناسی، دانشگاه پیام نور). نشریه پژوهش در نظام‌های آموزشی، 13(45)، 45-58. doi: 10.22034/jiera.2019.144872.1593
محمدی، آزیتا. (1398). تأثیر کلاس معکوس بر توسعه مهارت‏های تفکر انتقادی و یادگیری خودتنظیم دانش‏آموزان مقطع ابتدایی. پایان‌نامه کارشناسی ارشد. گروه روان‌شناسی. دانشگاه پیام ‏نور یاسوج.
Rederences
Abdi, A. (2018). Flipped classroom: educational efficiency and its effect on academic performance and students' perceived cognitive load (case study: information technology course in psychology, Payam Noor University). Journal of Research in Educational Systems, 13(45), 45-58. [In Persian]. doi: 10.22034/jiera.2019.144872.1593
Abdul Kader, H. B. (2018). The Potential of Flipped Classroom Pedagogical Practice on Classroom Interactions in Singapore Primary Classrooms. School of Education. College of Design and Social Context, RMIT University. https://core.ac.uk/download/pdf/158269985.pdf
Ajjawi, R., et al. (2020). Persisting students’ explanations of and emotional responses to academic failure. Higher Education Research & Development, 39(2): p. 185-199.
Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington DC: International Society for Technology in Education.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Educators online, 12(1): 91-115. https://doi.org/10.1007/s10763-021-10213-x.
Gabriel R. (2015). Using Cognitive Load Theory to Inform Simulation Design and Practice. Clinical Simulation in Nursing, 11(8), 355-360. DOI:10.1016/j.ecns.2015.05.004
Karpicke J. A (2022). Powerful Way to Improve Learning and Memory. American Psychological Association, Available at: http://www.apa.org/ science/about/psa/2016/06/learning-memory.aspx.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped Klabo, M. (2018). Secondary Teachers’ Perception of a Flipped Classroom: Are You Even a “Real” Teacher? The Internet and Higher Education, 22, 37-50. DOI:10.1016/j.iheduc.2014.04.003
Kim, N. H., So, H. J., & Joo, Y. J. (2021). Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course. Australasian Journal of Educational Technology, 37(4), 1-19. https://ajet.org.au/index.php/AJET/article/view/6046
Koes, S., Putri, F. S., Purwaningsih, E., & Salim, A. Y. (2020). The influence of flipped classroom in inquiry learning to student’s critical thinking skills in impulse and momentum. AIP Conference Proceedings, 2215, 1. DOI: 10.1063/5.0000503.
Kong, S.-C. & T. Lin. (2023). Developing self-regulated learning as a pedagogy in higher education: An institutional survey and case study in Hong Kong. Heliyon, 9(11).
Kong, S. C. (2014) Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy (Article). Comput Education, 78, 160-173. DOI: 10.1016/j.compedu.2014.05.009
Krumsvik, R. J., & Jones, L. (2016). Flipped classroom in science - Is there a correlation between reverse education (flipped classroom) and student achievement in science. Norwegian Educational, 100 (01), 61-73. DOI:10.18261/issn.1504-2987-2016-01-07.
Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Liu, L., Hew, K.F., & Du J. (2024). Design principles for supporting self-regulated learning in flipped classrooms: A systematic review. International Journal of Educational Research, 124, 102319.
Mahmoud, M. H. A., & Bipin I. (2020). Investigating cognitive holding power and equity in the flipped classroom. Heliyon, 24;6(8):e04672. doi: 10.1016/j.heliyon.2020.e04672.
Mohammadi, A. (2018). The effect of the flipped classroom on the development of critical thinking skills and self-regulation learning of primary school students. Master's thesis. Department of Psychology. Payam Nur Yasouj University. [In Persian].
Nestel, D., Mobley, B. L., Hunt, E. A., & Eppich, W. J. (2014). Confederates in health care simulations: Not as simple as it seems. Clinical Simulation in Nursing, 10(12), 611-616. http://doi.org/10.1016/j.ecns.2014.09.007.
Pass, F., Renkel, A., & Sweller, J. (2010). Cognitive Load Theory: Instruction Implications of the Interaction between Information Structure and Cognitive Architecture. Instructional Science, 32(1), 1-8. DOI:10.1023/B:TRUC.0000021806.17516.d0
Russell, J. M., Baik, C., Ryan, A. T., & Molloy, E. (2022). Fostering self-regulated learning in higher education: Making self-regulation visible. Active Learning in Higher Education, 23(2), 97-113. https://doi.org/10.1177/1469787420982378
Rutkowski, J., & Moscinska, K. (2013). Self-directed learning and flip teaching: electric circuit theory case study. International 41st SEFI Conference, Leuven, Belgium.
Saif, A. A. (1402). Modern educational psychology: psychology of learning and education. Tehran: Duran. [In Persian].
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378. https://doi.org/10.1016/j.chb.2017.08.011.
Shiralinejad, F., Ghasemi, M., & Emamipour, S. (2022). The comparison of the effectiveness of traditional and combined (electronic and traditional) training on the cognitive load theory of girls’stuents in the seconds of level high school in kerman city. Journal of Adult and Youth Psychology Studies, 3(2), 197 -212. doi: https://doi.org/10.61838/kman.jayps.3.2.15
Shujaei Fard, A., Ahmadi Karacha, A. M. and carpeting. (1401). Presenting a causal model for predicting academic procrastination through academic emotions and self-regulation learning strategies with the mediation of students' perfectionism. Journal of research in educational systems, 16(57), 74-62. [In Persian]. doi: 20.1001.1.23831324.1401.16.57.5.4.
Sirakaya, D. A., & Özdemir, S. (2018). The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention. Malaysian Online Journal of Educational Technology, 6(1), 76-91. https://files.eric.ed.gov/fulltext/EJ1165484.pdf
Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713-729. DOI:10.1111/bjet.12444.
Shin, T. R., Burkhardt, C., Kelton, R., Crowl, A. N., Funk, R. S., & Shrader, S. (2022). Evaluating the impact of a flipped classroom model based on cognitive science of learning strategies in a pharmacotherapy course. Currents in Pharmacy Teaching and Learning14(7), 840-846. https://doi.org/10.1016/j.cptl.2022.06.022.