Fostering Autonomy in Flipped Learning: Pre-Class, Active Learning, and Metacognition
DOI:
https://doi.org/10.59065/jissr.v5i1%20Special%20Issues.211Keywords:
Autonomy, Flipped Learning, Pre-Class, Active Learning, MetacognitionAbstract
This study aims to investigate how the flipped classroom fosters autonomous learning. Employing a qualitative case study approach, the research involved 10 students from the English Education program. The findings identify three key patterns of autonomous learning in the flipped classroom: Pre-class preparation, active learning in class, and metacognitive development. Pre-class preparation allows students to engage with learning materials before class, helping them build foundational knowledge and identify areas for improvement. Active learning in class promotes interaction and critical thinking through collaborative activities, enabling students to apply their pre-class knowledge effectively. Metacognitive Development enhances students' ability to reflect, set learning goals, and regulate their learning strategies. To maximize the benefits of the flipped classroom, educators should design structured pre-class activities, facilitate interactive discussions, and encourage self-regulation strategies. By implementing these practices, students can develop greater autonomy, improve critical thinking skills, and become more engaged in their learning process.Downloads
References
Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
Aprianto, E., Purwati, O., & Anam, S. (2020). Multimedia-Assisted Learning in a Flipped Classroom: A Case Study of Autonomous Learning on EFL University Students. International Journal of Emerging Technologies in Learning, 15(24), 114–127. https://doi.org/10.3991/ijet.v15i24.14017
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day.
Chang, S. C., & Hwang, G. J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226–239. https://doi.org/10.1016/J.COMPEDU.2018.06.007
Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Gavranović, V. (2017). Enhancing Learners Autonomy Through Flipped Classes. 498–502. https://doi.org/10.15308/sinteza-2017-498-502
Hashim, N. A., & Shaari, N. D. (2020). Malaysian Teachers’ Perception and Challenges Towards the Implementation of Flipped Learning Approach. Asian People Journal (APJ), 3(2), 62–76. https://doi.org/10.37231/apj.2020.3.2.196
Hernandez, M. R., DÍAZ-ALVA, A., & FIGUEROA-MORENO, G. (2021). Flipped classroom a model for autonomous learning. CIERMMI Women in Science T-X Humanities and Behavioral Sciences, 53–65. https://doi.org/10.35429/h.2021.10.53.65
Kawinkoonlasate, P. (2019). Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners. English Language Teaching, 12(11), 23–34. https://doi.org/10.5539/elt.v12n11p23
Kunwar, R., & Shrestha, S. K. (2025). The interplay between flipped learning , teacher professional development , and learner autonomy in higher education. 1497, 1–14.
Kustandi, C., Wargahadibrata, R. A. H., & Situmorang, R. (2019). The Innovation of Blended Learning in Flipped Classroom Type to Increase Students’ Learning Independence. Advances in Social Science, Education and Humanities Research, 372(ICoET), 75–82. www.fip.unj.ac.id/hylearn.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Little, D. (2016). Learner autonomy David Little Books for language teachers. January.
Magaña, A. C., Magaña, E. C., Guillén-Gámez, F. D., & Ariza, A. C. (2022). Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology. Societies, 12(4), 1–15. https://doi.org/10.3390/soc12040098
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Rizal, F., Lilies Youlia, F., & Leni, I. (2020). the Use of Flipped Classroom Model in Reading Comprehension. Journal of Applied Linguistics and Literacy, 4(1), 78–94.
Roux, P. W., & Hamciuc, M. (2014). How Flipped Classrooms Can Benefit the Development of Autonomous Learning. The Kyushu Academic Society of English Language Education (KASELE), 42(July 2014). https://www.researchgate.net/publication/320465865
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4
Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36(May 2016), 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003
Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126. https://doi.org/10.1080/0309877X.2017.1356916
Zaka, P. A., Fox, W. H., & Docherty, P. D. (2019). Student perspectives of independent and collaborative learning in a flipped foundational engineering course. Australasian Journal of Educational Technology, 35(5), 79–94. https://doi.org/10.14742/ajet.3804
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Muhaiminah Akib, Amirullah Abduh, Sahril Sahril
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following conditions:
- Authors retain the copyright of their work while granting the journal the right of first publication. The published work is licensed under the Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license (https://creativecommons.org/licenses/by-sa/4.0/). This license permits others to share and adapt the work, provided that proper credit is given to the original author(s) and the journal as the initial publisher.
- Authors may establish separate, additional agreements for the non-exclusive distribution of their published work (e.g., depositing it in an institutional repository or including it in a book), as long as they acknowledge its original publication in this journal.
- Authors must sign a copyright transfer agreement once they have reviewed and approved the final proof provided by JISSR before publication.
