The effectiveness of flipped classroom based on cognitive load on self-regulated learning, high-level thinking skills and cognitive load

The effectiveness of flipped classroom based on cognitive load on self-regulated learning, high-level thinking skills and students' perceived cognitive load

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20230911059405N1

Enrollment

Registered

2024-01-04

Start date

2024-02-10

Completion date

Unknown

Last updated

2024-01-22

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Flipped classroom, cognitive load, self-regulation, higher order thinking skills.

Interventions

Intervention 1: Intervention group: Determining the goal, compiling the electronic content, sharing the content with the students of the educational intervention group, opening questions and answers,

Eligibility

Sex/Gender

Female

Inclusion criteria

Inclusion criteria: Commitment to continuous participation in class meetings Studying in the continuous undergraduate course of Farhangian University The same year of entry of intervention and control group students

Exclusion criteria

Exclusion criteria:

Design outcomes

Primary

Measure	Time frame
Self-Regulated Learning. Timepoint: Before Starting the Educational Intervention and 60, 90 Days After the Educational Intervention. Method of measurement: Self-Regulated Learning Questionnaire (MSLQ) Pintrich and DeGroot.;Higher level Thinking Skills. Timepoint: Before Starting the Educational Intervention and 60, 90 Days After the Educational Intervention. Method of measurement: Questionnaire of High-Level Thinking Skills of Moharery (1398).;Cognitive Load. Timepoint: Before Starting the Educational Intervention and 60, 90 Days After the Educational Intervention. Method of measurement: PASS Cognitive Questionnaire.	—

Measure

Time frame

Self-Regulated Learning. Timepoint: Before Starting the Educational Intervention and 60, 90 Days After the Educational Intervention. Method of measurement: Self-Regulated Learning Questionnaire (MSLQ) Pintrich and DeGroot.;Higher level Thinking Skills. Timepoint: Before Starting the Educational Intervention and 60, 90 Days After the Educational Intervention. Method of measurement: Questionnaire of High-Level Thinking Skills of Moharery (1398).;Cognitive Load. Timepoint: Before Starting the Educational Intervention and 60, 90 Days After the Educational Intervention. Method of measurement: PASS Cognitive Questionnaire.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactAsma Mollazehi

Islamic Azad University

reza.sanagoo@gmail.com+98 915 149 1448

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026