This article presents a meta-analysis of the effectiveness of Flipped Learning in fostering autonomous learning strategies. The study examines various theoretical and empirical sources, highlighting how Flipped Learning environments promote self-regulated learning, critical thinking, and problem-solving skills. The review synthesizes existing literature, analyzing methodologies, findings, and gaps. The findings suggest that Flipped Learning enhances learner autonomy through active engagement, personalized learning, and digital resources. Additionally, the study discusses challenges, including student motivation and technological accessibility, and proposes strategies for effective implementation.
| Mualliflar | Baybabayeva, Shoirakhon, Байбабаева, Шоирахон, Baybabayeva, Shoiraхon |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-01-15 |
| Jild | 3 |
| Son | 1 |
| Betlar | 132-137 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss1-pp132-137 |
DOI: 10.47689/2181-3701-vol3-iss1-pp132-137 · Maqolaning asl sahifasi
перевернутое обучение, автономное обучение, саморегуляция, цифровое образование, активное участие, персонализированное обучение, критическое мышление, стратегии обучения, Flipped Learning, autonomous learning, self-regulated learning, digital education, active engagement, personalized learning, critical thinking, learning strategies, Flipped Learning, mustaqil ta’lim, o‘z-o‘zini boshqarish, raqamli ta’lim, faol ishtirok, shaxsiy ta’lim, tanqidiy fikrlash, o‘rganish strategiyalari
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