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Issues in Educational Research, 2022, Vol 32(2), 473-493.
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Flipped classroom experiences: Comparing undergraduate and postgraduate perceptions of self-regulated learning

Seb Dianati, Noriko Iwashita and Claudia Vasquez
University of Queensland, Australia

Flipped learning requires learners to enhance their self-regulated learning (SRL) practices which offer a lens for conceptualising how learners regulate themselves (Zimmerman & Moylan, 2009). To date, studies on flipped learning are yet to explore whether SRL is developed to the same extent in learners at undergraduate and postgraduate levels. To address this gap, this study explored differences in SRL practice by learners in an applied linguistics course offered at undergraduate and postgraduate levels at an Australian university. The data collected from two focus group interviews (six undergraduate; six postgraduate) were analysed to investigate the experiences developing/ SLR in these two cohorts. The findings show that while flipped learning provided learners with flexible learning opportunities to enhance their SLR, lack of teacher instruction associated with the flipped learning led the learners to believe that it was more time consuming and an increased workload; these perceptions, in turn, appeared to cancel the benefit associated with SLR practice. Nevertheless, postgraduate students tended to see the benefits of flipped learning more than their undergraduate counterparts. The limitations they perceived tended to relate more to the underdevelopment of their own self-regulated learning processes than to the flipped classroom method itself. These findings may inform practitioners' implementation of a flexible instructional approach in terms of learners' perceptions of the flipped learning model.
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Authors: Dr Seb Dianati (corresponding author) is a Senior Teaching Fellow (Senior Lecturer) in Digital Curriculum Design at the University of Queensland. He provides academic support for academics for flipped learning, including the design, development, and implementation of blended learning. His research interests are in student as partners, critical-digital design, flipped learning and technology-enhanced teaching and learning.
ORCID: https://orcid.org/0000-0002-1428-2921
Email: s.dianati@uq.edu.au

Associate Professor Noriko Iwashita is the program director of the Applied Linguistics Program at the University of Queensland. Dr Noriko Iwashita's research interests include the interfaces of language assessment and SLA, peer interaction in classroom-based research and task-based assessment, and cross-linguistic investigation of four major language traits.
ORCID: https://orcid.org/0000-0002-1402-7365
Email: n.iwashita@uq.edu.au

Dr Claudia Vasquez is a sessional teaching academic teaching in various undergraduate and postgraduate courses in Applied Linguistics. She is an applied linguist with research interests in the field of (instructed) second and foreign language acquisition, discourse competency and flipped classrooms.
ORCID: https://orcid.org/0000-0002-7305-3678
Email: c.vasquez@uq.edu.au

Please cite as: Dianati, S., Iwashita, N. & Vasquez, C. (2022). Flipped classroom experiences: Comparing undergraduate and postgraduate perceptions of self-regulated learning. Issues in Educational Research, 32(2), 473-493. http://www.iier.org.au/iier32/dianati.pdf

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