Self-Regulated Learning prompts in a Flipped History Classroom: effects on Learning Outcomes and Self-Regulated Learning: No-or-not-perfect-data session: Flipped Classroom and MOOCs I

Flipping the classroom (FTC) is a didactical approach aimed at letting students come to class prepared and actively apply the learning material during class. Previous research has shown that, on average, FTC leads to better learning outcomes. However, FTC makes a greater appeal to students’ self-regulated learning (SRL) skills, which currently is an infrequently studied subject within the FTC literature. On the one hand, SRL seems to be a conditional factor of the success of a flipped classroom. On the other hand, FTC can be seen as a suitable approach to enhance students’ SRL skills, as FTC increases students autonomy during their own learning process. Our goal in the current study is to research the effect of SRL prompts belonging to the pre-class instructions videos on students’ SRL and learning outcomes. An intervention of seven weeks with a randomized pre-posttest within-between subjects design will be used in secondary History education.