Promoting self-regulated learning in a large class. A quanti-qualitative research

Abstract

Self-regulated learning can be considered a useful approach in higher education to support students developing of professional and transversal skills, which are required both by regulations and from the world of work. The study aimed to understand – through a mixed-method approach – if and how the Flipped Learning and Assessment as Learning approaches, mediated through the use of educational technologies, have facilitated the students‘ self-regulation processes. The results showed that these approaches if supported by efficient management and scaffolding actions, seem to have promoted a greater personalization of learning processes, which is an essential element for effective self-regulation by students. The activities and materials proposed on the platform – this is an unexpected result – have been consulted and used not only by the specific recipients, ie, the attending students but also by non-attending students. The study also stressed how it is necessary to combine learning analytics and qualitative research tools to identify useful elements for effective educational planning.