Implementing a Self-Regulated Learning Strategy in Multidisciplinary Flipped Classrooms: SoTL Outcomes and Reflections

A multidisciplinary faculty learning community (FLC) on flipped classrooms devised a SoTL study to assess the extent to which reflective writing enhances students’ self-regulated learning. Students who use metacognition to reflect on their learning process through learner logs likely become more accountable for their learning experience, which is important in flipped learning. Quantitative data will be presented from diverse courses regarding changes in self-regulated learning after a semester of completing learner logs, with comparison to control classrooms when possible. In an interactive discussion, faculty members will share their reflections on the experience of implementing learner logs and accompanying unexpected challenges.

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Session Time and Location

2:00pm to 2:50pm

Session Format