Supporting data for "Towards an instructional design model for supporting students’ self-regulated learning and learning performance in flipped classrooms"

Existing empirical studies on implementing SRL support in flipped classrooms have adopted various designs and found inconsistent results, with some studies reporting positive outcomes and others not. For this reason, it is essential to understand why there were inconsistent results, to explore how to design effective SRL, and to develop a guiding framework. Therefore, the HPFR model and a set of design principles were proposed by the author by synthesising previous empirical findings and literature-based rationales. Two empirical studies were conducted and provided evidence of the positive impact of the HPFR model on students’ SRL development and learning performance in flipped classrooms. The open-ended survey and interview responses from the students indicated that they positively perceived the SRL supports designed based on the HPFR model.

现有关于在翻转课堂中实施情境推理支持（SRL）的实证研究采用了多种设计，并得出了不一致的结果，其中一些研究报道了积极的影响，而另一些则没有。鉴于此，探究不一致结果的原因、探讨如何设计有效的情境推理支持，以及构建指导框架显得尤为关键。因此，作者通过对先前实证发现和文献依据的综合分析，提出了HPFR模型及一系列设计原则。进行了两项实证研究，并提供了HPFR模型对学生情境推理发展和翻转课堂学习绩效的积极影响的证据。来自学生的开放式调查和访谈回应显示，他们对基于HPFR模型的情境推理支持持正面看法。