- Volume 12 Issue 9
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An Exploratory Study on Educational Significance and Environment of Flipped Learning
Flipped learning의 의의 및 교육환경에 관한 탐색적 연구
- Lee, Jong-Yeon (Dept. of Educational Technology, Konkuk University) ;
- Park, Sang Hoon (Dept. of Educational Technology, Konkuk University) ;
- Kang, Hae-Jin (Dept. of Educational Technology, Konkuk University) ;
- Park, Sung-Youl (Dept. of Educational Technology, Konkuk University)
- Received : 2014.06.17
- Accepted : 2014.09.20
- Published : 2014.09.28
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.
Flipped learning;mastery learning;social interaction;teaching method;educational environment
Supported by : 건국대학교
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