Integrating cognition, self-regulation, motivation, and metacognition: a framework of post-pandemic flipped classroom design

Abstract The adoption of blended and hybrid Flipped Classroom (FC) models increased dramatically during COVID-19 and is still highly valued and recommended for enhancing the quality, flexibility, and effectiveness of teaching and learning post-pandemic. While meta-analyses indicate a small yet meaningful effect size of the FC approach, examined studies often lack theoretical groundings and/or explicit design frameworks. As a result, there is an ever-increasing need for instructional design guidance for effectively integrating and facilitating online and in-person learning in the FC context. The current paper outlines a framework intended to guide educators, designers, and researchers to maximize the synergy of online and in-person learning as they design and implement FC. Grounded in (Merrill, First principles of instruction: Identifying and designing effective, efficient and engaging instruction, Pfeiffer, 2013) First Principles of Instruction, (Zimmerman and Schunk, Zimmerman and Schunk (eds), Handbook of self-regulation of learning and performance, Routledge, 2011) Self-Regulated Learning process, (Jones, Motivating students by design: Practical strategies for professors, CreateSpace, 2018) MUSIC Model of Academic Motivation, and (Flavell, American Psychologist 34:906, 1979) Metacognition theory, we first present a conceptual framework with flipped learning cycle, self-regulated learning cycle, and metacognitive FC orientation. Informed by these theories and our FC design experience across disciplines, we convert the conceptual framework into a procedural framework by organizing the design aspects and components into a generic FC learning process. Finally, we propose theoretically and empirically grounded design strategies for individual components of the FC process, which can be further validated and refined through iterative educational design research.