Supporting data for "Towards an instructional design model for supporting students’ self-regulated learning and learning performance in flipped classrooms"

Existing empirical studies on implementing SRL support in flipped classrooms have adopted various designs and found inconsistent results, with some studies reporting positive outcomes and others not. For this reason, it is essential to understand why there were inconsistent results, to explore how to design effective SRL, and to develop a guiding framework. Therefore, the HPFR model and a set of design principles were proposed by the author by synthesising previous empirical findings and literature-based rationales. Two empirical studies were conducted and provided evidence of the positive impact of the HPFR model on students’ SRL development and learning performance in flipped classrooms. The open-ended survey and interview responses from the students indicated that they positively perceived the SRL supports designed based on the HPFR model.