Examining The Self-Regulation Skills of Preschool Students Learning in Flipped Learning Environments

DOI

10.2991/978-94-6463-686-4_40How to use a DOI?

Keywords

Preschool Education; Flipped Learning; Blended Learning; Self-regulation

Abstract

Rapid developments in the field of science and technology in our age have shown their effects in the field of education as in all fields. Today’s developments, where it is much easier to access and disseminate information, have led to a reshaping of the education system. Traditional learning models in which students are more passive have started to give way to more contemporary models. The flipped learning model is one of these contemporary models. In particular, this model, which ensures that the responsibility for learning lies with the student, can also improve students’ self-regulation skills. This study was conducted to examine the self-regulation skills of preschool students studying in flipped learning environments. A qualitative method was used in the study. Descriptive statistics method was used to analyze the data. In data collection, a semi-structured interview form developed by the researcher was applied to the teachers. The study group of the research included two classes attending an independent kindergarten in Tarsus district of Mersin province affiliated to the Ministry of National Education in the 2023–2024 academic year. These classes consisted of a total of 85 children, 44 in the control group and 41 in the experimental group. In the activities planned for six weeks in line with the preschool education program, the traditional learning approach was used in the control group, while the “Flipped Learning Model” was applied in the experimental group. At the end of the six-week implementation, the opinions of the teachers were obtained through a semi-structured interview with the experimental group teachers. In addition, the behavioral changes of the students in the six-week applications were observed. As a result of the research; it was determined that the ‘Flipped Learning Model’ applied to the experimental group contributed to students’ self-regulation skills. As a result of the research, it was suggested that teachers should be informed about the model, the use of the model in preschool education institutions should be expanded and this research should be carried out in other education levels.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Esef Hakan Toytok
AU  - Ayşe Hümeyra Firat
PY  - 2025
DA  - 2025/04/28
TI  - Examining The Self-Regulation Skills of Preschool Students Learning in Flipped Learning Environments
BT  - Proceeding of the 10th International Conference on Lifelong Education and Leadership for ALL (ICLEL 2024)
PB  - Atlantis Press
SP  - 574
EP  - 590
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-686-4_40
DO  - 10.2991/978-94-6463-686-4_40
ID  - Toytok2025
ER  -