Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms

Main Article Content

Michelle M. Robbins
Grace O Onodipe
Alan Marks


Flipped classes are designed to facilitate self-teaching, self-assessment, and self-regulation (Talbert, 2017). Because flipped classes demand more student responsibility than traditional classes, monitoring their own learning and making adjustments are crucial in helping students perceive this increase as manageable. The current study hypothesized that students in flipped classes would show increases across the semester in their self-regulated learning and that students who engaged in reflective writing tasks (e.g., Nilson, 2013) would show more improvement than those who did not. The full sample consisted of 402 students in courses across multiple disciplines, and there were 26 students in two psychology-specific courses. Contrary to expectations, students’ motivation and learning strategy scores decreased or remained stable across the semester, except for test anxiety and peer learning, which improved. In general, completing reflective writing tasks seemed to attenuate the decline in motivation scores and actually improve some learning strategy scores in the full sample, but not in the psychology-specific courses, except for test anxiety. These results may reflect an overall decrease in motivation due to the approaching end of the school year or more complexity than originally hypothesized. Follow-up analyses are underway to examine possible mediating/moderating factors. Methodological challenges in conducting multidisciplinary SoTL research and implications for future research are discussed.


Download data is not yet available.

Article Details

How to Cite
Robbins, M. M., Onodipe, G. O., & Marks, A. (2020). Reflective Writing and Self-Regulated Learning in Multidisciplinary Flipped Classrooms. Journal of the Scholarship of Teaching and Learning, 20(3).


Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34, 1-14.

Anderson L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., & Pintrich, P.R. (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition. New York, NY: Pearson.

Babcock, M.J. (2007). Learning logs in introductory literature courses. Teaching in Higher Education, 12(4), 513-523.

Grimm, S. (2015). Learning logs: incorporating writing-to-learn assignments into accounting courses. Issues in Accounting Education, 30(2), 79-104.

Maharaj, S., & Banta, L. (2000). Using log assignments to foster learning: revisiting writing across the curriculum. Journal of Engineering Education, 89(1), 73-77.

Nilson, L. (2013). Creating self-regulated learners. Sterling, VA: Stylus Publishing.

Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Centre for Research to Improve Postsecondary Teaching and Learning.

Stover, S., & Houston, M.A. (2019). Designing flipped-classes to be taught with limited resources: Impact on students’ attitudes and learning. Journal of the Scholarship of Teaching and Learning, 19(3), 34-38.

Talbert, R. (2017). Flipped learning: A guide for higher education faculty. Sterling, VA: Stylus Publishing.

Van Vliet, E.A., Winnips, J.C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE-Life Sciences Education, 14, 1-10.

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. John Wiley & Sons.

Yeager, D.S., & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302-314.

Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.

Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. PRIMUS, 25, 907-921.

Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64-70.