Daniel C. Moos, PhD Caitlin Bonde (‘14)

Overview Introduction Introduction to flipped classrooms Theoretical framework to examine learning Prior empirical research Rationale for study Overview of Study Method & procedure Results Discussion Future directions Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Introduction to Flipped Classrooms (I) “…what is traditionally done in class is now done at home, and that which is traditionally done in home is now completed in class” Bergmann & Sams, 2012, pg. 13

Introduction to Flipped Classrooms (I) Lecture/ Direct Instruction Individual worksheet During class… For homework…

Introduction to Flipped Classrooms (I) Video/Podcast: Lecture (technology supported) Collaborative worksheet During class…For homework…

Introduction to Flipped Classrooms (II) Nonlinear: Student control pacing of content delivery: Meet individual cognitive needs Multiple representations: Dual Coding Theory: Auditory and visual channels Learning Styles (visual, auditory) Class time: Increased opportunity for collaborative activities  Are these benefits realized?  Mixed findings on learning product, limited research on learning process Potential Benefits

Context: Hypermedia Learning Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 Non-linear Multiple Representations

Theoretical Frameworks Information Processing (Winne, 1998)

Tall in the the saddle

Theoretical Frameworks Social Cognitive Approach (Zimmerman, 2000)

“Knowledge verification” (Moos & Azevedo, 2008)

“Knowledge acquisition” (Moos & Azevedo, 2008)

Summary of past research SRL highly predictive of learning outcomes in variety of contexts with various developmental groups (Bembenutty, 2011; Butler, Cartier, Schnellert, 2011; Cleary & Sandars, 2011; Cleary & Platten, 2013; DiBenedetto & Bembenutty, 2013; McPherson & Renwick, 2011; Schunk & Zimmerman, 2013) ….particularly true with hypermedia (Azevedo et al. 2010, 2011, 2012; Greene et al. 2013; Moos, 2010, 2013, 2014) Many students, including undergraduates, do NOT adequately self-regulate their learning in nonlinear environments with multiple representations (Moos & Stewart, 2013) Videos share inherent design features with hypermedia: Nonlinear; Multiple representations … Similar SRL challenges when learning with a video designed for a flipped classroom? Can embedded SRL scaffolds facilitate learning?

Rationale What do we know? Flipped classrooms gaining popularity in higher education Creating high-quality videos is being made even easier through advances in technology Mixed findings on flipped classroom effectiveness What do we want to know? Do students pause and replay the video when they are struggling with the content? What processes lead students to pause and replay the video? Can embedded prompts support SRL processes with videos designed for flipped classrooms?  Requires the use of measures that collect process data during learning

Research Questions Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 What self-regulatory processes predict students’ control of video? To what extent do embedded prompts affect SRL and perceived mental effort? To what extent do embedded prompts affect learning outcomes?

Participants & Measures (I) Participants (N = 32) 20 females (63%) ; 12 males (37%) Age Mean (SD = 0.92) Small sample due to time intensive nature of experimental procedure and think-aloud coding Measures/ Coding and Scoring Prior knowledge/ Learning Outcomes: Mental Model Essay (Reliability =.78) Mental effort: Likert scale at the end of the video (typical measure for instructional efficiency) Conscious perception of SRL: Semi-structured interview (Methodological symposium next April)

Participants & Measures (II) SRL: Think-aloud data (approximately 14 hours of audio and video from Silverback) + “This makes total sense…” Understanding “I don’t get this…” “That diagram is totally irrelevant” “That had really good information” Content “I remember talking about Behaviorism in Psychology” Prior Knowledge Activation PLANNINGMONITORING

Participants & Measures (III) Pause/Restart STRATEGIES Take NotesSummarizeReview Notes RewindMake an inferenceRe-read SRL: Think-aloud data (approximately 14 hours of audio and video from Silverback)

Participants & Measures (IV) SRL Learning prompts: Planning Phase 1. What do you already know about motivating students? 1. What questions do you have about motivating students? 1. What strategies do you think will be effective while learning about motivation in this video?

Participants & Measures (V) SRL Learning prompts: Monitoring Phase 1. What information have you learned so far? 2. What questions (if any) do you have about the information presented so far and/or is there anything presented so far that you do not understand? 3. How effective have your strategies been in learning about motivation? 4. Do you need to adjust how you are learning?

Participants & Measures (VI) SRL Learning prompts: Reflection Phase 1. What did you learn about motivating students? 2. What questions (if any) do you have about the information presented and/or is there anything that you did not understand in the video? 3. Do you need to go back in the video and fill any gaps in understanding? 4. How effective were your strategies in learning about motivation?

Prior Knowledge Procedure: Pretest

Procedure: Walkthrough and directions

Self-regulated learning Moos, 2014 Procedure: Video

Learning Outcomes Procedure: Posttest

Mental Effort & Conscious perceptions of SRL Peeters et al 2013 Procedure: Semi-structured interview

Results : Research question #1 Monitoring of Understanding (-) significantly predicts the frequency with which participants paused and restarted the video Monitoring of Understanding (-) and Content Evaluation (+) significantly predict the frequency with which participants replayed a portion of the video What extent do embedded prompts promote self- regulated learning?

Results : Research question #2

Results : Research question #2, continued

Results : Research question #3 x

Discussion (I) What do we want to know? Do students pause and replay the video when they are struggling with the content? What processes lead students to pause and replay the video? Can embedded prompts support SRL processes? Participants in control condition rarely monitored their learning/ activated prior knowledge Embedded SRL prompts: positively affected both learning processes and outcomes did not affect mental effort  Incorrect perception that “digital natives” inherently understand how to learn with technology Robust body of research suggests undergraduates do not adequately self-regulate their learning, particularly with technology

Discussion (II) Flipped Classroom considerations Time intensive Ensuring students actually watch the video… and watch it “well” Support metacognition (3-2-1 worksheet) : learned, don’t understand, question Role of relatedness (Self-Determination Theory) Learning with a video supports autonomy and competence… but does a video created by a 3 rd party support relatedness? Create/ increase “digital divide” Flipped classrooms fit more naturally with some content?

Limitations & Future Directions Sample size, transfer, topic Time intensive nature of think aloud/ experimental session Bloom’s taxonomy: Application, creation Instructional Efficiency Prompting single phases of self-regulation (planning OR monitoring OR reflection)… preliminary results:

Limitations & Future Directions ConditionxPlanningMonitoringStrategiesMental Effort No SRL Prompts Planning Only Monitoring Only All 3 SRL phases

Acknowledgments: Caitlin Bonde (‘14) Rachel Olson (‘16) Contact Information: Website: homepages.gac.edu/~dmoos