Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom

The inherent structure of the flipped classroom (FC) supports a learning environment that promotes students’ self-regulated learning. In this paper, we focus on how a Learning Management System (LMS), in this case BrightSpace D2L, plays a key role in supporting all aspects of the FC. We discuss how...

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Main Authors:	Grace Onodipe, Jared Keengwe, Adrienne Cottrell-Yongye
Format:	Article
Language:	English
Published:	Indiana University Office of Scholarly Publishing 2020-08-01
Series:	Journal of Teaching and Learning with Technology
Online Access:	https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/29375

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spelling	doaj-5f9e3be250e9439385cf0fafca1212432020-11-25T03:21:26ZengIndiana University Office of Scholarly PublishingJournal of Teaching and Learning with Technology2165-25542020-08-019110.14434/jotlt.v9i1.29375Using Learning Management System to Promote Self-regulated Learning in a Flipped ClassroomGrace Onodipe0Jared Keengwe1Adrienne Cottrell-Yongye2Georgia Gwinnett CollegeUniversity of North DakotaGeorgia Gwinnett College The inherent structure of the flipped classroom (FC) supports a learning environment that promotes students’ self-regulated learning. In this paper, we focus on how a Learning Management System (LMS), in this case BrightSpace D2L, plays a key role in supporting all aspects of the FC. We discuss how: Pre-class assignments suggest that students give their learning some forethought and planning accordingly; frequent formative assessment and feedback permits students to monitor their progress in the classroom; students control their choices for studying the resources they use; and how students have ample opportunities to reflect on their work regularly. Further, we explore how learning logs (a form of reflective writing), with the LMS journaling and Dropbox features are used to keep track of students’ journal entries as well as demonstrate how professors use the LMS to motivate and encourage students to develop self-regulated learning. Qualitative analysis of students writing are provided to reveal gains in self-regulation. https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/29375
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Grace Onodipe Jared Keengwe Adrienne Cottrell-Yongye
spellingShingle	Grace Onodipe Jared Keengwe Adrienne Cottrell-Yongye Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom Journal of Teaching and Learning with Technology
author_facet	Grace Onodipe Jared Keengwe Adrienne Cottrell-Yongye
author_sort	Grace Onodipe
title	Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom
title_short	Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom
title_full	Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom
title_fullStr	Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom
title_full_unstemmed	Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom
title_sort	using learning management system to promote self-regulated learning in a flipped classroom
publisher	Indiana University Office of Scholarly Publishing
series	Journal of Teaching and Learning with Technology
issn	2165-2554
publishDate	2020-08-01
description	The inherent structure of the flipped classroom (FC) supports a learning environment that promotes students’ self-regulated learning. In this paper, we focus on how a Learning Management System (LMS), in this case BrightSpace D2L, plays a key role in supporting all aspects of the FC. We discuss how: Pre-class assignments suggest that students give their learning some forethought and planning accordingly; frequent formative assessment and feedback permits students to monitor their progress in the classroom; students control their choices for studying the resources they use; and how students have ample opportunities to reflect on their work regularly. Further, we explore how learning logs (a form of reflective writing), with the LMS journaling and Dropbox features are used to keep track of students’ journal entries as well as demonstrate how professors use the LMS to motivate and encourage students to develop self-regulated learning. Qualitative analysis of students writing are provided to reveal gains in self-regulation.
url	https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/29375
work_keys_str_mv	AT graceonodipe usinglearningmanagementsystemtopromoteselfregulatedlearninginaflippedclassroom AT jaredkeengwe usinglearningmanagementsystemtopromoteselfregulatedlearninginaflippedclassroom AT adriennecottrellyongye usinglearningmanagementsystemtopromoteselfregulatedlearninginaflippedclassroom
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Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom

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