Fostering Self-Regulated Learning in a Flipped Classroom Approach and Developing Effective Web-Based Instruction for Pre-service Teachers of Mechatronics Engineering

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dc.contributor.authorKhwankaew, Apichaya
dc.contributor.authorSitthiworachart, Jirarat
dc.date.accessioned2026-08-06T10:44:28Z
dc.date.available2026-08-06T10:44:28Z
dc.date.issued2024-01-01
dc.description.abstractDespite the growing emphasis on self-regulation in diverse learning settings, its impact on web-based instruction development remains understudied. This research fills that gap by exploring how web-based training can foster self-regulation skills and improve student engagement. Mixed methods research was used to collect data from 24 pre-service teachers of Mechatronics Engineering majors. A paired sample t-test revealed a significant difference between learning engagement on pre-test and post-test after using the web-based training. The post-test mean scores increase, was significant (p < 0.05). The study also found that the majority of students had a high satisfaction with the teaching and learning process, its usability and capacity to make learning with themselves via web-based training (before class) and increase engagement in group discussion in class. These support students in concentrating during class.
dc.identifier.citation2024 12th International Conference on Information and Education Technology Iciet 2024, 284-288, 2024
dc.identifier.doi10.1109/ICIET60671.2024.10542717
dc.identifier.other2-s2.0-85196089748
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/15205
dc.source2024 12th International Conference on Information and Education Technology Iciet 2024
dc.subjectflipped classroom
dc.subjectself-regulated learning
dc.subjectweb-based instruction
dc.titleFostering Self-Regulated Learning in a Flipped Classroom Approach and Developing Effective Web-Based Instruction for Pre-service Teachers of Mechatronics Engineering
dc.typeConference Paper

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