Exploring the influence of collaborative reflection in a flipped classroom environment on preservice teachers' academic resilience and self-regulated learning

Abstract

This study investigates the effects of structured collaborative reflection within flipped classrooms on preservice teachers’ academic resilience and self-regulated learning (SRL). A mixed-method explanatory sequential design was employed, involving 120 preservice teachers from three Indonesian universities. Participants were assigned to four groups based on instructional model (flipped vs. traditional learning) and reflection type (structured vs. no reflection). Quantitative data were analyzed using two-way ANOVA, followed by qualitative analysis through thematic coding of interviews and reflective journals. Results indicated that the group receiving flipped learning with structured reflection (G1) outperformed others in both academic resilience and SRL. Three qualitative themes emerged: improved metacognitive awareness, emotional support from peers, and application of reflective practices beyond the classroom. Structured collaborative reflection enhances the benefits of flipped learning by fostering cognitive, emotional, and adaptive growth in preservice teachers. Integrating structured peer reflection into teacher education can improve long-term learning strategies and professional resilience. Future research should explore sustained effects and consider using AI-based tools to optimize reflective practices in technology-enhanced learning environments.