Resumen

GONCALVES, Anderson Cavalcante  y  FERREIRA, Deller James. A Framework of Students’ Regulation Processes for Flipped Learning. Rev. Diálogo Educ. [online]. 2023, vol.23, n.79, pp.1506-1521.  Epub 22-Feb-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.079.ao09.

In order to achieve success in flipped learning individual and collaborative tasks, students can engage in productive regulatory processes to manage cognitions, behaviours, emotions and context. Self-regulated learning frameworks has come to be cornerstone for examining social forms of regulation. Despite recent advances in the area of co-regulation, more research is still needed on how groups of students regulate their learning in collaborative environments. In this work we apply an exploratory and integrative method to elaborate a framework of regulatory processes and an evaluation by experts to validate it. We re-designed Pintrich’s self-regulation framework, placing a special emphasis on the crucial role of group work in flipped learning, providing a more holistic view of regulatory processes. Seven experts in collaborative learning answered positively to a questionnaire to evaluate the framework quality regarding clarity, compatibility, productivity, technological role, scope and focus on the student. The extended framework presented here has implications for practice, being especially beneficial in creation of strategies for facilitating students’ self-regulation and co-regulation. This study provides valuable information for educators regarding instructional design and selection of an appropriate regulatory processes to shape learning activities to facilitate students’ engagement in the flipped learning approach.

Palabras clave : Flipped learning; Regulatory processes; Student engagement; Self-regulation; Co-regulation..

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