From criteria to self-regulation: Rubrics guiding pre-class preparation in a higher education Flipped Classroom

Rubrics as Metacognitive Tools in Flipped Classrooms and Self-Regulated Learning in Higher Education

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...

Integrating Constructivism and Self-Directed Learning in Flipped Physical Education: A Systematic Review

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...

Learning to assess: analytic rubrics in formative assessment 1

Designing for self-regulation: development and preliminary user evaluation of a student-facing learning analytics app in blended higher education

Findings suggest that student-facing learning analytics, when embedded within institutional virtual classrooms, may be associated with higher perceived support for self-regulatory processes across all three phases of the model, positioning students as active agents in interpreting their own learning data rather than pa...

Application of Self-Assessment Checklists in Supporting IELTS Writing Improvement for Advanced Learners: An Empirical Analysis

This study explores the effectiveness of using guided self-assessment checklists to improve IELTS Writing performance among advanced learners, particularly those at around band 6.5. A quasi-experimental mixed-methods design was adopted, involving 75 participants divided into an experimental group (n = 37) and a control...

Bridging the Theory-Practice Gap in a Transitional HEI: A Mixed-Methods Evaluation of Teaching and Student Experience

Purpose: This study evaluates teaching effectiveness and pedagogical quality within a transitional university in Armenia navigating post-Soviet reforms toward alignment with the European Higher Education Area (EHEA). It aims to examine student and faculty perceptions of instruction, identify systemic barriers to studen...