摘要：The purpose of this study is to examine the effects of the flipped classroom
strategy to preparatory year instruction on student’s self-regulation and social
connectedness. A quasi-experimental pre-post-test design conducted with 160
university students enrolled in three educational tracks (health, engineering and
science). The students were divided into two groups: an experimental flipped
classroom group and a control group. Experimental group was taught via flipped
classroom, while the control group taught via traditional strategy. The levels of
self-regulation and social connectedness were measured through questionnaire at
the beginning and the end of the classes. The results based on ANOVA analysis
reported that students in flipped classroom had shown significantly higher level of
self-regulation and social connectedness compared to students in the traditional
group. Based on the obtained findings, self-regulated learning and social
connectedness were successful in making significant improvements among students
exposed to flipped classroom mode compared to their counterparts in the
traditional group. The results demonstrate that flipped classroom strategy can be
used to promote self-regulated learning and enhancing students’ social
connectedness.
关键词：flipped learning; self;regulation; social connectedness; university;
preparatory year college
