The aim of the study is to examine undergraduate students’ awareness of
metacognition, the metacognitive strategies they use in their learning and their learning
performance in pre-class asynchronous activity in a flipped classroom. The sample consisted
of 47 undergraduate students. Eleven students were not included in this study since
they did not participate in all quizzes and most of the metacognitive strategy activities.
Metacognitive Awareness Inventory and Metacognitive Strategies Evaluation Activities
were used as data collection tools. The results showed that Computer Education and
Instructional Technology students’ metacognitive awareness was at a high level and their
metacognitive strategy levels and learning performances differed weekly. Post hoc results
indicated no difference between metacognitive strategy and learning performance in the
first three weeks. However, the results of the first 3 weeks differed from those of the 4th
and 5th weeks. In addition, our regression analysis result indicated that using metacognitive
strategies predicted 80% of students’ learning performance. This rate shows the
importance of using metacognitive strategies for the learning process in pre-class asynchronous
activity in the flipped classroom.

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• An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom