Aug 2026· Educação & Formação· Vol 11, pp. e17901· 0 citations
Abstract
Introduction. The Flipped Classroom model shifts the initial contact with instructional content to the pre-class phase, requiring greater student autonomy and self-regulation, although insufficient preparation continues to hinder learning outcomes. Methodology. This study analyzed the use of rubrics to guide pre-class preparation through a mixed-methods, descriptive-exploratory design involving 29 engineering students. Data were collected using an analytical rubric and an open-ended question, and analyzed through descriptive statistics (α = 0.85) and Descending Hierarchical Classification supported by IRaMuTeQ. Results. Improvements were observed in alignment with learning objectives, study organization, and academic planning. Discussion. Rubrics functioned as metacognitive scaffolds, strengthening feedback processes and self-regulation, thereby highlighting their potential as pedagogical tools within formative assessment in active learning contexts.
Digital competence and metacognitive self-regulation are increasingly treated as core outcomes of teacher education, yet their co-development through routine learning management system (LMS) use remains underexamined. This study evaluated a 15-week Platonus-based intervention at L.N. Gumilyov Eurasian National Universi...
M. Yermekova, Gulzhan Baitassova, P. Rakhimgaliyeva et al.· Electronic Journal of e-Lear...· 0 citations
The flipped classroom is a well-researched pedagogical approach that uses in-person time for guided practice, discussion, problem solving, teamwork, and other forms of active learning while shifting the initial exposure to instructional content outside of the classroom. Verified empirical and review-level data on two m...
Mamta Gupta, Anamika· International Journal of Edu...· 0 citations
This systematic review examines how constructivist and self-directed learning (SDL) theories inform flipped classroom implementation in physical education, using Activity Theory as an analytical framework. Following PRISMA 2020 guidelines, 83 empirical studies published between 2010 and 2024 were identified from four d...
Sujie Fan, Wei Hui-Suan, Muhd Khaizer Bin Omar et al.· INTERNATIONAL JOURNAL OF SOC...· 0 citations
The transition to distance education requires learners to possess high levels of autonomy and self-regulated learning (SRL) capabilities. However, many distance learners struggle with time management, goal setting, and cognitive fatigue due to physical isolation and the absence of real-time instructional pacing. While...
R. Megahati S., Rasyid Ahmed· JOURNAL OF DIGITAL LEARNING...· 0 citations
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