Abstract:

Due to the COVID-19 global pandemic crisis, the flipped classroom mode was introduced in education, and students are required to use other self-regulated learning skills in their learning process in flipped classrooms. Therefore, this review study aims to provide a bibliometric mapping analysis of research on self-regulated learning in flipped classrooms in the Scopus database. The study selection process resulted in the selection of 107 studies to be analyzed. It used the VOS viewer program and excel for the bibliometric analysis to determine the publication trajectory, country contributions, most influential authors, journals, articles, corresponding research methodology, topical foci, and underexplored research areas in the studies. As a result of the study, there has been an increasing trend in overall publication production from 2015 to 2020, reaching its peak in 2020 during the pandemic, with 29 articles being published. There has been a significant contribution to the publication of studies by China and the United States. Apart from that, Computers and Education was the most influential journal, and Hwang was identified as the most-cited author in this research field. Research foci and underexplored themes were confirmed by co-occurrence analysis. Researchers in this domain may benefit from the findings presented here, which offer a holistic understanding of the current state of the research in this area and contribute to the burgeoning body of literature, as well as orient new entrants to identify the research priorities that will guide future studies in the field of self-regulated learning in flipped classrooms.

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