The effects of self-regulation skills on students' interaction and success in flipped classroom

The flipped classroom is accepted in higher education as an alternative to traditional classroom methods. The data were collected from this study as follows. There are 80 participants from Psychological Counseling and Guidance students at Yeditepe University who took the course 20% men (n =16) and 80% women (n=64) in the 2018-2019 academic year. There are three sections per week and each section lasts in 80 minutes. The participants were given 8 assignments to complete after watching each video in the collection. Assignments were uploaded to the Moodle system by the participating students within the deadline. At the end of the 7-week course, a 40-question test consisting of information on video and other materials was conducted to evaluate the students' learning in this process. The analysis revealed the relationship between the video analytical data obtained from the MOOC platform where students learned and their self-regulation skills. The results show that there is no significant difference between students with high self-regulation skills and students with low self-regulation skills in terms of video interaction, Moodle interaction and course success. Keywords: Self-Regulation, LMS, Moodle, Flipped Classroom, Traditional Classroom, Learning Styles.