Exploring Engineering Students' Self-regulated Learning Behaviors in Flipped Classroom: Path Characteristics and Optimization Strategies

Self-regulated learning (SRL) is a critical competency for students, particularly in blended learning environments like flipped classrooms. This study explores the SRL behaviors of engineering students in a flipped classroom employing a problem-based learning (PBL) approach, using process mining to analyze event logs from an intelligent learning platform. The findings revealed that students' SRL behaviors deviate from the traditional linear sequence, exhibiting diverse and non-linear pathways across forethought, monitoring, control, and reflection phases. Notably, reflective activities often occur in isolation, highlighting the need for structured interventions to promote timely and integrated reflection. Additionally, students frequently relied on peer discussions during pre-class tasks, which enhances engagement but raises concerns about originality and critical thinking. Based on these insights, this study proposes strategies to optimize flipped engineering learning, including designing structured pre-class tasks and embedding reflection framework. These findings offer practical implications for enhancing teaching and learning in engineering education.