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A Meta Analysis on Effects of Flipped Learning in Korea

국내 플립러닝의 학습효과에 관한 메타분석

  • Cho, Boram (Department of Educational Technology, Ewha Womans University) ;
  • Lee, Jeongmin (Department of Educational Technology, Ewha Womans University)
  • 조보람 (이화여자대학교 교육공학과) ;
  • 이정민 (이화여자대학교 교육공학과)
  • Received : 2018.01.26
  • Accepted : 2018.03.20
  • Published : 2018.03.28

Abstract

The purpose of this study is to verify the learning effect of domestic flipped learning in meta - analysis. We collected a total of 95 studies on flipped learning effectiveness published in Korea by 2017, of which 59 are dissertations and thesis and 36 are academic papers. The results were analyzed using CMA program. First, the learning effect of flipped learning was .58, which showed that the learning effect was higher than the lecture class. Second, the effect size of cognitive, affirmative, and interpersonal domains showed significant effects of flipped learning in all three domains. Third, the learning effect of flipped learning is influenced by the type of publishing, school type, core subject, when the type of publication are dissertation and thesis, when the type of school is high school. Based on the results, this study suggested implications for the design and implementation of flipped learning in Korea.

Keywords

Flipped learning;Meta analysis;Effect size;Moderator variable;Learning effect

Acknowledgement

Supported by : Ewha Womans University

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