Document Type
Paper
Publication Date
10-6-2025
Abstract
This study examines student resource choice, perceptions, and self-regulated learning (SRL) in preparation for a flipped undergraduate microbiology course. Drawing on Expectancy-Value Theory, the investigation explored whether students prefer video lectures or complete note sets for pre-class preparation, how SRL strategies evolve over time, and the relationship between flipped classroom perceptions and in-class engagement. Data were collected across multiple course units using surveys—including a modified Motivated Strategies for Learning Questionnaire—and analysis of resource selection and classroom participation. The results indicate a strong and increasing preference for slides over video lectures. Additionally, significant increases in higher-order cognitive strategies were observed alongside declines in help-seeking behaviors. Regression analyses revealed that while video enjoyment modestly influenced resource choice, in-class participation was primarily driven by effort regulation rather than video engagement. These findings underscore the critical role of SRL in preparing for active classroom engagement and suggest that offering a diverse array of preparatory materials may better align with student needs in flipped learning environments.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Sarah Sletten. "Examining student resource choice, perception, and self-regulation in a flipped undergraduate microbiology lecture course" (2025). Biomedical Sciences Faculty Publications. 27.
https://commons.und.edu/bms-fac/27
Supplementary Materials: Beginning of Class Survey