Exploring Teaching and Learning Supporting Strategies based on Effect Recognition and Continuous Intention in College Flipped Learning

대학 플립드 러닝의 효과인식과 계속의향에 기초한 교수학습 지원전략 탐색

  • Kang, Kyunghee (Office of University Education Planning, Kongju National University)
  • 강경희 (공주대학교 대학교육기획단)
  • Received : 2017.11.13
  • Accepted : 2018.01.20
  • Published : 2018.01.28


The purpose of this study is to explore supporting strategies for teaching and learning based on students' effect recognition and continuous intention in college flipped learning. It was analyzed 426 data by multivariate analysis of variance (MANOVA) by examining student's effect recognition and continuous intention on 15 flipped learning classes of K-university in Chungnam. The characteristics of learners were male, senior students, students who knew flipped learning, students who did not have previous experience, and students who were learning video at anytime. As a teaching strategy, it was found that effect recognition and continuous intention were high in the supplementary deepening flipped learning class and natural science or engineering area. As a teaching and learning supporting strategies, First, the university should develop and operate flipped class learning strategy program for females and low-grade students. Second, it should support the development of good flipped learning design and operation model of instructor. Third, it should support the development of high quality online learning contents that students can learn from time to time. Fourth, it should support the strengthening of teaching competency to develop and operate flipped learning classes. This study can be used as basic data to support and spread the effective flipped learning classes of the university in the future.


flipped learning;effect recognition;continuous intention;MANOVA;supporting strategies


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