Date of Award

January 2015

Document Type


Degree Name

Doctor of Philosophy (PhD)


Teaching & Learning

First Advisor

Kathy Smart


The flipped classroom is a current educational model that is gaining popularity at the post-secondary level. In a flipped classroom, content (i.e., lectures), which is normally delivered in-class, is assigned as homework in the form of video lectures, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student’s desire and ability to adopt a self-directed learning style. The purpose of this study was two-fold; it aimed examining the relationship between two variables—students’ perceptions of the flipped model and their SRL behaviors—and the impact that these variables have on achievement in a flipped class, as well as exploring the effect of the flipped experience on SRL strategy use and achievement. To date, there is very little empirical data that supports this model of instruction, and so this study adds important details to a very limited body of knowledge on post-secondary flipped courses.

The study was divided into two sections: (a) Study 1 was a correlational study with 76 participants from a flipped introductory biology course, and (b) Study 2 was a quasi-experimental study with participants from two sections of an introductory psychology course, in which one section was taught traditionally (n = 45) and the other section was flipped (n = 27). Both studies utilized a cross-sectional survey asking them about their self-regulated learning (SRL) strategy use (all three groups) and perceptions of the flipped model (flipped biology group only). SRL strategy use was measured using modified versions of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al., 2005), an established SRL scale, while the flipped perceptions survey was derived from a variety of previously published surveys. Student letter grades for their respective courses were also collected as a measure of achievement.

The results of Study 1 supported several hypothesized relationships among the study variables. Through regression analysis it was found that student perceptions of the flipped model positively predict students’ use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. In Study 2 the results of a series of independent samples t-tests failed to demonstrate any significant differences in SRL use or achievement between the two sections.

This study has implications for both research and practice. The limited body of empirical knowledge on flipped classrooms has been expanded to include a theoretical framework on which to build the flipped model. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions where students are able to build 21st century skills by way of constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them. This may be possible through instructor coaching and modeling of SRL strategies.