Technology-Based Strategies Predicated on Self-Regulated Learning in a Flipped Computer Programming Classroom


  • Simphiwe Dayimani University
  • Keshnee Padayachee University of South Africa, Pretoria, South Africa



Self-Regulated Learning, Self-Regulated Learning Strategies, Flipped Classroom Model, Programming, Teaching tools, Flipped Programming Classroom


The lack of self-regulation is believed to be at the centre of learning difficulties experienced by novice programming students. The Flipped Classroom Model (FCM) is a constructivist pedagogical strategy that could be used to engage students in a programming classroom. While the traditional approach to learning remains a passive environment, the FCM enhances active learning, problem solving while facilitating an unlimited access to the learning content. However, the success of the FCM depends extensively on a student’s capability to self-regulate their learning process. As the FCM is a combination of face-to-face and online environments, Self-Regulated Learning (SRL) becomes more germane within the online dimension of the model. This study aims to identify the strategies for SRL that can improve the achievement of learners within a Flipped Programming classroom – specifically to reflect on the design features that should be considered for the adoption of technological tools to support SRL in a Flipped Programming classroom. This involved identifying relevant technological features to facilitate SRL strategies and the self-regulation phases leveraging a systematic review approach. The findings of this study could potentially maximise the student’s self-regulation capacity to learn programming within an FCM.



Author Biography

Keshnee Padayachee, University of South Africa, Pretoria, South Africa

Keshnee Padayachee is an Associate Professor at the College of Science, Engineering and Technology at the University of South Africa. She received her PhD from the University of Pretoria in 2010. E-mail: