The purpose of this proposal is to understand adolescent students’ perceptions of self-regulated learning in a flipped learning environment. This qualitative action research study addresses how the adoption of self-regulating learning (SRL) strategies is one research-based method for transitioning to a student-centered learning environment (flipped learning environment) (Matsuyama et al., 2019) where students can take more responsibility for their learning. In this environment, the teacher is responsible for maintaining the focus of the class, facilitating the learning process, and providing productive feedback (Gordan et al., 2001; Keiler, 2018) in order to positively affect academic and nonacademic outcomes (Dignath & Buttner, 2018). A six-week action research study, focusing on making instructional changes based on the perceptions of students in a high school math class was be conducted at my home school. Data from interviews, observations, and documents were be used and analyzed for common themes. The observations focused on the students’ engagement with the feedback from their teacher, their peers, and the self-regulated learning strategies. The student interview questions focused on the student’s experiences with the self-regulated learning strategies, perceptions of feedback provided and their interaction with the teacher and peers. The results are useful for teachers that are interested in creating a flipped learning environment, providing valuable self-regulatory feedback and implementing self-regulated learning strategies.
","abstract_html":"<p>The purpose of this proposal is to understand adolescent students’ perceptions of self-regulated learning in a flipped learning environment. This qualitative action research study addresses how the adoption of self-regulating learning (SRL) strategies is one research-based method for transitioning to a student-centered learning environment (flipped learning environment) (Matsuyama et al., 2019) where students can take more responsibility for their learning. In this environment, the teacher is responsible for maintaining the focus of the class, facilitating the learning process, and providing productive feedback (Gordan et al., 2001; Keiler, 2018) in order to positively affect academic and nonacademic outcomes (Dignath & Buttner, 2018). A six-week action research study, focusing on making instructional changes based on the perceptions of students in a high school math class was be conducted at my home school. Data from interviews, observations, and documents were be used and analyzed for common themes. The observations focused on the students’ engagement with the feedback from their teacher, their peers, and the self-regulated learning strategies. The student interview questions focused on the student’s experiences with the self-regulated learning strategies, perceptions of feedback provided and their interaction with the teacher and peers. The results are useful for teachers that are interested in creating a flipped learning environment, providing valuable self-regulatory feedback and implementing self-regulated learning strategies.</p>","abstract_has_math":false,"creators":["Salam, Nakia"],"institution":null,"degree_name":"Doctor of Education in Secondary Education - Mathematics (Ed.D)","degree_level":"Dissertation","degree_discipline":"Secondary and Middle Grade Education","degree_department":null,"school":null,"contributors":["Dr. Brian Lawler","Dr. Camille Sutton-Brown","Dr. Mei-Lin Chang"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-07-22T07:00:00Z","date_published":"2022-07-22T07:00:00Z","updated_at":"2026-07-24T02:43:58Z","subjects":["Adolescents","Self-Regulated Learning","Self-Regulatory Feedback","Flipped Learning","Self-Regulation","Flipped Classroom","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/eddsmge/4","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Brian Lawler","Dr. Camille Sutton-Brown","Dr. Mei-Lin Chang"]},{"key":"dc:creator","label":"Author","values":["Salam, Nakia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-07-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary and Middle Grade Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Secondary Education - Mathematics (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adolescents","Self-Regulated Learning","Self-Regulatory Feedback","Flipped Learning","Self-Regulation","Flipped Classroom","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/eddsmge/4"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this proposal is to understand adolescent students’ perceptions of self-regulated learning in a flipped learning environment. This qualitative action research study addresses how the adoption of self-regulating learning (SRL) strategies is one research-based method for transitioning to a student-centered learning environment (flipped learning environment) (Matsuyama et al., 2019) where students can take more responsibility for their learning. In this environment, the teacher is responsible for maintaining the focus of the class, facilitating the learning process, and providing productive feedback (Gordan et al., 2001; Keiler, 2018) in order to positively affect academic and nonacademic outcomes (Dignath & Buttner, 2018). A six-week action research study, focusing on making instructional changes based on the perceptions of students in a high school math class was be conducted at my home school. Data from interviews, observations, and documents were be used and analyzed for common themes. The observations focused on the students’ engagement with the feedback from their teacher, their peers, and the self-regulated learning strategies. The student interview questions focused on the student’s experiences with the self-regulated learning strategies, perceptions of feedback provided and their interaction with the teacher and peers. The results are useful for teachers that are interested in creating a flipped learning environment, providing valuable self-regulatory feedback and implementing self-regulated learning strategies.
"]},{"key":"dc:title","label":"Title","values":["Understanding Students’ Perceptions of Self-Regulatory Instructional and Learning Strategies in a Flipped Learning Environment"]}]}],"canonical_facts":{"dc:contributor":["Dr. Brian Lawler","Dr. Camille Sutton-Brown","Dr. Mei-Lin Chang"],"dc:creator":["Salam, Nakia"],"dc:date.available":["2022-07-29T07:00:00Z"],"dc:description.abstract":["The purpose of this proposal is to understand adolescent students’ perceptions of self-regulated learning in a flipped learning environment. This qualitative action research study addresses how the adoption of self-regulating learning (SRL) strategies is one research-based method for transitioning to a student-centered learning environment (flipped learning environment) (Matsuyama et al., 2019) where students can take more responsibility for their learning. In this environment, the teacher is responsible for maintaining the focus of the class, facilitating the learning process, and providing productive feedback (Gordan et al., 2001; Keiler, 2018) in order to positively affect academic and nonacademic outcomes (Dignath & Buttner, 2018). A six-week action research study, focusing on making instructional changes based on the perceptions of students in a high school math class was be conducted at my home school. Data from interviews, observations, and documents were be used and analyzed for common themes. The observations focused on the students’ engagement with the feedback from their teacher, their peers, and the self-regulated learning strategies. The student interview questions focused on the student’s experiences with the self-regulated learning strategies, perceptions of feedback provided and their interaction with the teacher and peers. The results are useful for teachers that are interested in creating a flipped learning environment, providing valuable self-regulatory feedback and implementing self-regulated learning strategies.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/eddsmge/4"],"dc:subject":["Adolescents","Self-Regulated Learning","Self-Regulatory Feedback","Flipped Learning","Self-Regulation","Flipped Classroom","Secondary Education"],"dc:title":["Understanding Students’ Perceptions of Self-Regulatory Instructional and Learning Strategies in a Flipped Learning Environment"],"thesis:degree_discipline":["Secondary and Middle Grade Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Secondary Education - Mathematics (Ed.D)"]},"updated_at":"2026-07-24T02:43:58Z"}