• Title/Summary/Keyword: Flipped learning

Search Result 242, Processing Time 0.091 seconds

A Case Study of Flipped Learning in Calculus of one Variable on Motivation and Active Learning

  • JEONG, Moonja
    • Research in Mathematical Education
    • /
    • v.19 no.4
    • /
    • pp.211-227
    • /
    • 2015
  • Information Technology influenced on classroom to change the teaching and learning method. Recently, flipped learning method became a hot issue in education by using Information Technology. Learning management system that is introduced in our university in the spring semester 2015, made it possible to apply flipped learning method. So, we used the flipped learning method in a calculus course. In this paper, we found that flipped learning in Calculus we was a little bit affirmative in the aspect of motivation and active learning from students' response on flipped learning method. We analyzed the reason that students were not so positive in continuing flipped learning even though they liked flipped learning a little bit better than traditional learning. We suggest what we pay attention to for applying the flipped learning method effectively.

Exploring new directions of flipped Learning with a focus on teachers' perceptions (플립드 러닝에 대한 인식 및 활성화 방안 연구)

  • Lee, Dong-yub;Park, Joo-hyun
    • Journal of Digital Convergence
    • /
    • v.14 no.8
    • /
    • pp.1-9
    • /
    • 2016
  • Many studies have been conducted for a relatively short period of time since the introduction of flipped learning in the country. However, most research focuses on the ways of flipped learning and its efficiency, hence, the perception of the teacher about flipped learning has not been studied yet. In this study, to investigate the teacher's perception of flipped learning, 1,038 teachers conducted the survey which consists of three areas such as their understandings of flipped learning, their using patterns and their expectations of flipped learning in the future. The results showed that teacher's understanding and using state of flipped learning was not that high. Also, they were very cautious of using flipped learning for their class. Based on the results, the activation plans of flipped Learning were also proposed.

Review of effective instructional methods for medical education: focusing on flipped learning (효과적인 의학교육을 위한 교수방법 고찰: 플립러닝(Flipped Learning)을 중심으로)

  • Hong, Hyeonmi;Jung, Young-Eun
    • Journal of Medicine and Life Science
    • /
    • v.17 no.1
    • /
    • pp.1-6
    • /
    • 2020
  • Recently, an advanced form of blended learning, which incorporates a teaching method that focuses on flipped learning is actively used in colleges. Flipped learning is for learners to pre-learn content through videos uploaded by instructors before class, and then participate in learner-centered learning activities such as discussions and team activities in the classroom. The purpose of this paper is to review where flipped learning is being used in medical schools, and to draw implications for effective and efficient use in medical schools. For this, the definition of flipped learning, how it evolved, educational usefulness of this method of learning, and application cases in medical schools were reviewed. Through the reviews of cases of flipped learning and its positive effects, it is suggested that medical schools consider more use of flipped learning in the classroom instructions, with sensitivity to the individual medical departments' needs, environment and professors' preferences.

Developing a Teaching-Learning Model for Flipped Learning for Institutes of Technology and a Case of Operation of a Subject (공과대학의 Flipped Learning 교수학습 모형 개발 및 교과운영사례)

  • Choi, Jeong-bin;Kim, Eun-Gyung
    • Journal of Engineering Education Research
    • /
    • v.18 no.2
    • /
    • pp.77-88
    • /
    • 2015
  • Recently, there has been an increasing interest in 'Flipped Learning,' an IT-based learner-centered teaching-learning method corresponding to meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede; then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation of a post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference, interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learning model of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation as general procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposes a differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructional design and presents a case of a class applied to an actual subject of computer engineering.

A Study on Elements and Procedure of Instruction Consulting for Successful Flipped Learning (성공적인 Flipped Learning을 위한 수업컨설팅 요소 및 절차 연구)

  • Choi, Jeong-bin;Kang, Seung-Chan
    • Journal of Engineering Education Research
    • /
    • v.19 no.2
    • /
    • pp.76-82
    • /
    • 2016
  • The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.

A Study on the Korean Medical Students' Perception of Medical Ethics Education Using Flipped Learning (플립러닝을 활용한 의료윤리학 교육에 대한 한의대생의 인식과 경험)

  • Park, Sunju;Choi, Eunji;Kim, Song-Yi
    • Journal of Society of Preventive Korean Medicine
    • /
    • v.22 no.2
    • /
    • pp.1-12
    • /
    • 2018
  • Objectives : Recently, the interest on medical education in flipped learning has been growing. Competency-based curriculum is also required through changes in teaching methods within the Korean medicine education. In this study, flipped learning method was applied to 'medical ethics' class to examine the perception and experience of flipped learning from the Korean medical student's perspectives. Methods : The study was conducted on 15 preparatory course freshmen students who took the 'medical ethics' course, in the second semester of the year 2017 at 'A' University. The study was proceded in two steps; 1) fill-in the questionnaire twice (before and after the class), and 2) in-depth interview with semi-structured questionnaire. The $1^{st}$ questionnaire in the first step was consisted of 'Experience on flipped learning before the class', 'Which section of the flipped learning class do participants have expectation', 'Interest and expectation on flipped learning'. In the $2^{nd}$ questionnare, the participants were asked 'Which section of the flipped learning section that the learning effect was maximized', 'Association between 'flipped learning' method and 'Medical ethics' course' with 5-point Likert scale and frequency. Results : The results showed that flipped learning method works very effectively in the 'medical ethics' course (63.6%). After the flipped learning class, the participants showed positive change in a attitude of the class (72.7%). However, this teaching method might be inappropriate for participants who had difficulties in pre-learning or a passive attitude and lecture-centered instruction (LCI) classes. Conclusions : Though applying flipped learning method to the 'Medical Ethics' was effective, to make pre-learning better, the instructors should prepare countermeasures for passive participants, help interact well among the participants, and plan a lesson thoroughly for changing LCI classes to student-centerd instruction(SCI).

The Effects of Science Lesson with the Application of Flipped Learning on Science Academic Achievement and Scientific Attitude (플립드 러닝(Flipped Learning)을 활용한 과학수업이 과학 학업성취도와 과학적 태도에 미치는 효과)

  • Lee, Byeong-hee;Lee, Hyeong-cheol
    • Journal of Korean Elementary Science Education
    • /
    • v.35 no.1
    • /
    • pp.78-88
    • /
    • 2016
  • The purpose of this study was to examine the effects of science lesson with the application of Flipped Learning on science academic achievement and scientific attitude of students. The experimental group was composed of 50 students and the comparative group was composed of 50, both in $6^{th}$ grade. The two groups were statistically equivalent in their science academic achievement and scientific attitude when pre-tests were conducted. The experimental group received science instruction applied with Flipped Learning and the comparative group took typical science lesson according to a teacher's guide. The results of this study can be summarized as follows: First, the science lesson with the application of Flipped Learning was more significantly effective in improving students' science academic achievement than traditional science lesson. Second, the science lesson combined with Flipped Learning enhanced scientific attitudes of students with meaningful difference more than typical science lesson. Third, a survey research was conducted to the experimental group about their cognition on the lessons with the application of Flipped Learning. Many students had positive thoughts on this lesson and they thought the lesson was very interesting and understandable.

The Instructional Design Model for Applying Flipped Learning in Engineering Courses (공학전공수업에서 플립드 러닝(Flipped Learning) 적용을 위한 설계모형 탐색)

  • Rim, Kyung-Hwa;Kim, Tae-Hyun
    • Journal of Practical Engineering Education
    • /
    • v.6 no.2
    • /
    • pp.77-84
    • /
    • 2014
  • As the interests in the flipped learning has recently been increased in the educational field, the number of engineering professors has tended to apply the flipped learning method to their classes. However there has been few research which guide to design engineering courses applying the flipped learning method. This study aims to suggest an instructional design model for the flipped learning according to the case of applying the flipped learning method to an engineering course, "Mechanical Vibrations". This study provides practical guidelines for engineering professors to design their theory oriented courses applying the flipped learning method.

TRIZ Analysis for Implementing Flipped Learning and a Case Study on Engineering Class (플립드 러닝 적용을 위한 트리즈 분석과 공학수업에서 적용사례 연구)

  • Song, Chang Yong
    • Knowledge Management Research
    • /
    • v.17 no.3
    • /
    • pp.207-225
    • /
    • 2016
  • Recently, flipped learning is being highlighted especially at the college of engineering because of its self-directed learning which direction matches that of the engineering education system. Although many engineering professors have tended to apply the flipped learning to their classes, they experienced a number of significant problems and challenges in practical implementing. By using TRIZ method as a tool for creative problem solving, that have been developed and applied in many fields ranging from engineering as well as management, this study aims to solve the education dilemma between learning efficiency and learning effectiveness, create a new concept of the flipped learning based on the solutions, and then explore its educational feasibility for successfully adopting it to engineering courses. This study suggests an instructional design for implementing the flipped learning according to the characteristics of engineering classes and then designs a new model of the flipped learning according to that procedure. Also, based on the empirical results in applying a new flipped learning model to the applied mathematics, this paper proposes several guidelines for the successful application of flipped learning in the future.

An Exploratory Study on Educational Significance and Environment of Flipped Learning (Flipped learning의 의의 및 교육환경에 관한 탐색적 연구)

  • Lee, Jong-Yeon;Park, Sang Hoon;Kang, Hae-Jin;Park, Sung-Youl
    • Journal of Digital Convergence
    • /
    • v.12 no.9
    • /
    • pp.313-323
    • /
    • 2014
  • 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.