Press record to learn: Self‐made videos as a tool for self‐regulated learning in a MOOC‐based flipped classroom
Press record to learn: Self‐made videos as a tool for self‐regulated learning in a MOOC‐based flipped classroom
Muhammed Özgür Yaşar,E. Mede
TLDR
Findings indicate that self‐made videos significantly improve SRL skills by fostering goal‐setting, self‐monitoring, and reflective learning and offers a structured framework for integrating self‐made videos into blended learning environments.
Abstract
The use of videos in online learning is well established. However, the effectiveness of self‐made videos in a Massive Open Online Course (MOOC)‐based Flipped Classroom (FC) model remains unclear. This study examines whether self‐made videos can enhance self‐regulated learning (SRL) among pre‐service English language teachers. The research employs a mixed‐methods approach, combining quantitative data from pre‐ and post‐tests using the Self‐Regulated Online Learning Questionnaire (SOL‐Q‐R) and qualitative insights from semi‐structured and focus group interviews. The study was conducted at a state university in Turkey with 65 pre‐service English language teachers during the 2022–2023 academic year. Findings indicate that self‐made videos significantly improve SRL skills by fostering goal‐setting, self‐monitoring, and reflective learning. Qualitative results further reveal that participants perceive video‐making as a valuable tool for enhancing autonomy and engagement. This study contributes to the growing body of research on video‐based pedagogy and offers a structured framework for integrating self‐made videos into blended learning environments.