Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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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
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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.

본 연구의 목적은 메타분석을 통해 국내 플립러닝의 학습 효과를 검증하는 것이다. 이를 위해 2017년도까지 국내에서 발행된 플립러닝 효과성에 관한 연구들을 수집하였고, 총 95편이며 이 중 학위 논문은 59편, 학술 논문은 36편이다. CMA 프로그램을 활용하여 전체 효과크기, 종속변인에 대한 효과크기, 조절변인에 따른 효과크기 차이를 분석하였으며, 그 결과는 다음과 같다. 첫째, 플립러닝의 학습 효과가 .58로 강의식 수업에 비해 학습 효과가 높게 나타났다. 둘째, 인지적, 정의적, 대인관계 영역의 효과크기 분석 결과, 세 영역 모두에서 플립러닝의 효과가 유의하게 나타났으며, 인지적 영역, 정의적 영역, 대인관계 영역의 순으로 효과크기가 큰 것으로 나타났다. 셋째, 플립러닝의 학습 효과는 출판유형, 학교유형, 중심교과에 영향을 받으며 출판유형이 학위 논문일 때, 학교유형이 고등학교일 때, 높은 효과크기를 나타냈다. 본 연구는 이러한 연구결과를 바탕으로 향후 국내 플립러닝 수업설계 및 실행에 시사점을 제안하였다.

Keywords

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