Research Information System
Review of Education, vol.13, no.3, pp.1-35, 2025 (ESCI)
The use of videos in online learning is well established. However, the effectiveness of self-made videos in a Massive Open Online Course (MOOC)-based Flipped Classroom (FC) model remains unclear. This study examines whether self-made videos can enhance self-regulated learning (SRL) among pre-service English language teachers. The research employs a mixed-methods approach, combining quantitative data from pre- and post-tests using the Self-Regulated Online Learning Questionnaire (SOL-Q-R) and qualitative insights from semi-structured and focus group interviews. The study was conducted at a state university in Turkey with 65 pre-service English language teachers during the 2022–2023 academic year. Findings indicate that self-made videos significantly improve SRL skills by fostering goal-setting, self-monitoring, and reflective learning. Qualitative results further reveal that participants perceive video-making as a valuable tool for enhancing autonomy and engagement. This study contributes to the growing body of research on video-based pedagogy and offers a structured framework for integrating self-made videos into blended learning environments.