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Flipped classrooms (FC) are becoming a standard instructional strategy in higher education in the last five years. Although the research in the field is increasing, it is still considered in its infancy and with the lack of pedagogical integrity. Most of the studies up to date do not count on solid theoretical foundations and assumed students would buy-in this way of instruction. There are limited frameworks available to guide FC implementations, and most of them consider three stages: before, during and after the classroom. A research gap has been identified; there is not any model available to evaluate learning in FC. This paper offers an evidence-based framework to measure self-regulation learning during FC. The model links goal setting, environmental structuring and time management before the classroom. During the classroom, task strategies and help-seeking and self-evaluation and self-consequences after the classroom. The aim is to gain an in-depth understanding on how students self-regulate their learning in FC interventions. Implications for the implementation of FC are considered.

SURFING THE WAVES OF SELF-REGULATED LEARNING TO EVALUATE FLIPPED CLASSROOMS (FC)