Abstract—The interplay teacher regulation and student
self-regulation of learning is an important topic in contemporary
theories of teaching and learning. The pervasiveness of the
boredom experienced by many students, along with its
deleterious effects, clearly implies that educators, and teachers
responsible for the design of academic settings should pay more
attention to this emotion. With regard to the prevention or
reduction of boredom, the present findings suggest that specific
measures could focus on increasing the perceived values of
activities in achievement settings. This study used mixed
methodologies, including a student perception inventory and
observations, to investigate whether teachers differ in their
regulation mode during flipped lesson. This paper is an attempt
to examine the impact of flipped classroom model on student’s
learning with particular focus on teacher’s reflections on their
learning process. The contribution of this research is that it
qualifies the instructional practices to shift from content
acquisition act to knowledge expression and creation act. In
addition, the paper would give a contribution to people looking
for pedagogical applications of virtual and blended learning
environments for developing multiple ways to express what
learners know and be able to do.
Index Terms—Boredom, flipped, observations of teacher
practices, self-regulation.
The authors are with the Educational Department, University of Palermo,
90100 Italy (e-mail: alessandra.lamarca@unipa.it,
leonarda.longo@unipa.it).
Cite: Alessandra La Marca and Leonarda Longo, "Addressing Student Motivation, Self-regulation, and Engagement in Flipped Classroom to Decrease Boredom," International Journal of Information and Education Technology vol. 7, no. 3, pp. 230-235, 2017.