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An Exploratory Study on Educational Significance and Environment of Flipped Learning

Flipped learning의 의의 및 교육환경에 관한 탐색적 연구

  • 이종연 (건국대학교 교육공학과) ;
  • 박상훈 (건국대학교 교육공학과) ;
  • 강혜진 (건국대학교 교육공학과) ;
  • 박성열 (건국대학교 교육공학과)
  • Received : 2014.06.17
  • Accepted : 2014.09.20
  • Published : 2014.09.28

Abstract

Recently, there has been an effort to convert standardized educational system to customized one considering students' individual differences and aptitude. Flipped learning has been regarded as a teaching method fitting to this movement and has gained much interest by educators. Despite its increasing interest, its studies fall short in the quantity above all. This study investigated the concept of flipped learning and explored its educational value in terms of student' and teacher' perspectives. The study also examined the requirements to apply flipped learning to its practice. Flipped learning was found to accomplish mastery learning and to promote interaction between teacher and students and also peer-to-peer interaction. It was expected to reduce the burden of teacher's duties and secure his or her interest in students and the tutorial time for individual students. Essential elements in its application in practice included students' voluntary participation, the consent of their parents and support from their school and government. In addition, teachers' professional development was found to be important to improve their understanding and application of flipped learning in practice.

Keywords

Flipped learning;mastery learning;social interaction;teaching method;educational environment

Acknowledgement

Supported by : 건국대학교

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Cited by

  1. A comparative study on gamification of the flipped classroom in engineering education to enhance the effects of learning vol.26, pp.5, 2018, https://doi.org/10.1002/cae.21992