Publication
Modify Flipped Model of Co-regulation and Shared-regulation Impact in Higher Education, and Role of Facilitator on Student's Achievement
| dc.contributor.author | Jafarian, Aida | |
| dc.contributor.author | Prasad, P.W.C. | |
| dc.contributor.author | Salah, Razwa Mohmed | |
| dc.contributor.author | Alves, Gustavo R. | |
| dc.contributor.author | Maag, Angela | |
| dc.contributor.author | Alsadoon, Abeer | |
| dc.contributor.author | Rashid, Tarik A. | |
| dc.date.accessioned | 2022-05-12T10:40:53Z | |
| dc.date.available | 2022-05-12T10:40:53Z | |
| dc.date.issued | 2021 | |
| dc.description | 2021 International Conference on Computational Science and Computational Intelligence (CSCI'21) | pt_PT |
| dc.description.abstract | Flipped learning approach is a well-organized learning model leading to efficient active learning, effective peer-to-peer collaboration, and student-teacher interaction. However, to date, strategic implementation of co-regulation and shared regulation is rare in a flipped model in higher education. Hence, applying the self-regulation, co-regulation and shared-regulation strategies in flipped learning model is something necessary. Aims: This research is to propose and modify the current flipped learning model by adding some elements like providing some co-regulation and shared regulation strategies to enhance the level of student’s self-regulation skills giving rise to better student’s academic achievements by using technology next to instructor support. Methodology: The proposed model consists of the self-regulation, co-regulation and shared regulation strategies to enhance student’s academic performance in a peer-to-peer interactive way by creating a pool of scripted dialogical regulation questions to collaboratively assessment of the student’s self-regulation resulted from learning analytics and semantic analysis of the regulation dialogical questions and answers exchanged by students online. Results: The expected outcome of this research is a modified flipped model for students in higher education to strategically have an effective self-regulation and peer-to-peer co-regulation. Their enhancement leads to effective peer-to-peer collaboration and better academic success. | pt_PT |
| dc.description.version | N/A | pt_PT |
| dc.identifier.doi | 10.1109/CSCI54926.2021.00066 | |
| dc.identifier.uri | http://hdl.handle.net/10400.22/20509 | |
| dc.language.iso | eng | pt_PT |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | pt_PT |
| dc.subject | Flipped Learning | pt_PT |
| dc.subject | Model | pt_PT |
| dc.subject | Self-Regulation | pt_PT |
| dc.subject | Co-Regulation and Shared Regulation | pt_PT |
| dc.subject | Peer-To-Peer Collaboration | pt_PT |
| dc.subject | Student-Teacher Interaction | pt_PT |
| dc.title | Modify Flipped Model of Co-regulation and Shared-regulation Impact in Higher Education, and Role of Facilitator on Student's Achievement | pt_PT |
| dc.type | conference object | |
| dspace.entity.type | Publication | |
| oaire.citation.conferencePlace | Las Vegas, USA | pt_PT |
| oaire.citation.title | Proceedings of the 2021 International Conference on Computational Science and Computational Intelligence (CSCI'21) | pt_PT |
| person.familyName | Alves | |
| person.givenName | Gustavo | |
| person.identifier | 150015 | |
| person.identifier.ciencia-id | 4210-4DF2-5206 | |
| person.identifier.orcid | 0000-0002-1244-8502 | |
| person.identifier.rid | I-7876-2014 | |
| person.identifier.scopus-author-id | 7006053908 | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | conferenceObject | pt_PT |
| relation.isAuthorOfPublication | 01800568-7eaf-41d9-b78d-cf64f7c7381d | |
| relation.isAuthorOfPublication.latestForDiscovery | 01800568-7eaf-41d9-b78d-cf64f7c7381d |