Effect of MOOC and Flipped Learning on Students Self Regulated Learning and Academic Achievement

Abstract

This study compares the effectiveness of Massive Open Online Course (MOOC) and Flipped Learning in improving self-regulated learning (SRL) and academic achievement among B.Ed. student-teachers. Employing a multiphase research design, the study combines survey, quantitative, qualitative, and product development methods to comprehensively evaluate the instructional interventions. newlineA needs analysis revealed significant challenges faced by student-teachers, including creating differentiated lesson plans, engaging diverse learners, and supporting neurodivergent students. To address these gaps, the course quotAcademic Integrity in the Age of Technology and AIquot was developed. The course was delivered using MOOC and Flipped Learning, enabling flexibility and interactivity. The study adopted the Four Quadrant Approach for content development to provide a holistic learning experience. newlineThe quantitative analysis revealed that flipped learning significantly outperformed MOOC on academic achievement, while both methods showed comparable effectiveness in promoting SRL. The qualitative feedback highlighted the complementary strengths of the two methods. Participants appreciated the use of AI tools to optimize lesson planning and create inclusive learning environments and reported high satisfaction rates across both teaching formats. newlineThis study sets a foundation for advancing teacher education through innovative, technology-driven approaches tailored to the needs of 21st-century classrooms, by providing practical recommendations for using technology and ethical AI integration to reduce teacher workload to promote inclusive, engaging classrooms.