FLIPPED CLASSROOM AS A TOOL FOR PROMOTING SELF-REGULATED LEARNING IN HIGHER EDUCATION

Abstract

This article examines the flipped classroom model as an effective pedagogical approach for fostering self-regulated learning (SRL) in higher education contexts. The flipped classroom inverts traditional instructional methods by delivering content outside of class through pre-recorded materials, while dedicating in-class time to active learning activities and collaborative problem-solving. This study explores the theoretical connections between the flipped classroom structure and the development of self-regulated learning skills, including cognitive strategies, metacognitive processes, and motivational beliefs. The article discusses how the independent nature of pre-class learning requires students to take greater responsibility for their education, thereby naturally promoting self-regulation competencies such as goal-setting, self-monitoring, and strategic planning. Evidence from recent empirical research demonstrates that students in flipped classroom environments report increased engagement, improved time management skills, and enhanced academic achievement. However, the implementation of flipped classrooms presents challenges, including varying levels of student preparedness for independent learning, digital equity concerns, and the need for substantial instructor preparation. The article concludes that while the flipped classroom model shows promise as a tool for developing self-regulated learners equipped for lifelong learning, successful implementation requires careful consideration of student support structures, clear communication of expectations, and awareness of accessibility issues. The findings suggest that the flipped classroom represents a valuable framework for higher education institutions seeking to prepare students with both content knowledge and essential learning skills.