• Journal of Christian Education in Korea
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• v.64
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• pp.347-368
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• 2020

The purpose of this study was explored the effect of Flipped PBL on Communication and Problem Solving skill of University students. For study, students in the college of education at A University and S University located in Gyeonggi-do were set up 60 students. They majored in Christian education and early childhood education, and the level of education was similar in the same region and department. In the experiment, the comparison group and the experimental group were separated, and data were collected through pre-test before class and post-test after class, followed by analysis covariance(ANCOVA). Between the comparative group performing flipped learning and the experimental group performing flipped PBL, the problem solving ability and communication ability using the flipped PBL averaged 4.28 and the communication ability averaged 4.06. As a result, it was higher than each of the comparison groups, confirming that it had a significant effect. This will be able to present a flipped PBL class design as an alternative method to overcome the limitations of the existing flip learning in a changing classroom situation and to improve the communication and problem solving ability of the learner.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.31-40
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• 2017

This study validate effectiveness of Online Entrepreneurship Education based on PBL(Problem-based Learning) and flipped learning. This study reveals online education of entrepreneurship based on PBL and flipped learning method has positive effect on personal entrepreneurship, will to be an entrepreneur, and problem-solving skills. First, the results show that entrepreneurship education based on PBL and flipped learning can improve entrepreneurship more than a previous learning method. Second, PBL and flipped learning based online education affects will to be an entrepreneur in positive way. Experimental group who experienced problem solving activity and flipped learning has more will to be entrepreneur than control group who takes previous learning method. Lastly, PBL and flipped learning method based entrepreneurship education also has positive effect on personal problem-solving techniques. This results show that online entrepreneurship education based on PBL and flipped learning has positive impacts on entrepreneurship, will to be an entrepreneur, and improving problem-solving skills significantly.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.5
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• pp.779-785
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• 2022

Study analyzes whether the 3D CAD class using the flipped learning-based PBL is effective in acquiring professional knowledge and nurturing talent. A Flipped Learning-based PBL class was implemented for 3rd grade students of Robot and Automation Engineering Major, Dong-Eui University, and a survey was conducted on satisfaction and effectiveness. The students seemed to be generally satisfied with the class, and the flipped learning-based PBL appeared to be effective in improving the competency required by companies. In particular, it is hoped that it will contribute to the use of video education in practical subjects in the future by proving that practical classes can be operated effectively even in non-face-to-face learning. Moreover, this study is an important indicator for future research and will be used as a quantitative indicator for class improvement.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.162-168
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• 2021

This is a group pretest-posttest design study that aim to evaluate the effect of problem-based learning using flipped learning to self leadership, nursing leadership, and confidence of nursing students. The subjects were 87 4th nursing students who took nursing management from March 15 to April 26, 2021. A questionnaire was used to measure self leadership, nursing leadership, and confidence. The measurement of self leadership is a 5-point Likert scale that employs a questionnaire. Flipped learning uploaded a 5-8 minute lecture video, and the subjects learned on learning management system, using smart device. PBL teaching was developed about personal growth, cooperation, nursing excellence, creative problem solving, influence. As a result of the study, self leadership was significantly improved after education than before education(t=-6.27, p<.001). Nursing leadership and confidence were significantly changed before and after education(t=-16.10, p<.001; t=-2.37, p<.001). According to the results of this study, the PBL teaching method using flipped learning is an effective teaching and learning strategy for improving leadership, and confidence. In future studies, it will be necessary to develope and verify specific teaching and learning methods by applying nursing experts in consideration of the type of leadership.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.185-191
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• 2021

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.

• Journal of the Korea Convergence Society
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• v.9 no.6
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• pp.209-215
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• 2018

The college liberal arts mathematics is opened as a required course in science and engineering field, but students with low achievement experience difficulty in learning. Therefore, flip learning, which is well known as an effective teaching method based on self-led and learner, is suggested as an alternative. However, some problems are pointed out in this pedagogy. As an alternative to flip learning, we apply flip PBL classes that apply PBL to flip learning to general math subjects to supplement the problems of existing flip learning classes and increase interest in mathematics I want to know the effectiveness of whether it can be done. In this study, we investigated the educational effectiveness of the comparison study between the experimental group applying flip PBL class and the control group applying the existing flip learning class. First, the experimental group showed higher than the control group by 22 points Second, in the reflection journal analysis, in contrast to the control group, there was a positive effect on the improvement of the interest of the mathematics in the experimental group, It is expected that it will be applied as a teaching method that can complement the learning.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.697-710
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• 2022

This study was conducted to prove the structural relation of how effective teaching methods in remote design courses affects learning participation and academic achievement. The data was acquired and analyzed with case study of design classes. The scale of remote practical classes, learning participation and academic achievement were measured and the data acquired were verified using SPSS and AMOS to prove the influence. The results are as follows. First, using the lecture method in remote classes appeared to have a negative effect on cognitive, emotional, and behavioral participation. Second, flipped learning had a positive effect on cognitive and emotional participation but no effect was found on behavioral participation. Third, PBL had a positive effect on all emotional, cognitive, and behavioral participation. Fourth, videos did not have any meaningful effect on cognitive and emotional participation but had a positive effect on behavioral participation. Fifth, only cognitive participation had a positive effect on academic achievement, but no relations were found between emotional and behavioral participation and academic achievement. These results suggest that it is needed combining actual classes with the PBL method and flipped learning and creating different programs.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.05a
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• pp.453-455
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• 2021

Due to the prolonged Covid-19, online learning has become an essential learning, not an option. In this reality, online learning method that depends on passive video viewing have limitations of poor academic performance and low learning achievement for students. In this work, to overcome these limitations, we apply PSC-Note to the PBL teaching method to improve learners' problem-solving and self-directed learning skills and also improve learning achievement.

• Journal of Christian Education in Korea
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• v.66
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• pp.343-382
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• 2021

This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.

• Journal of the Korea Society of Computer and Information
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• v.26 no.9
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• pp.125-132
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• 2021

At a time when non-face-to-face classes are being held for a long time due to Corona (COVD-19), research on non-face-to-face teaching and learning methods is needed. Existing teaching and learning methods are limited in their application to non-face-to-face classes as they present face-to-face practical and experiential teaching methods. In this study, we present a method of utilizing the extended reality (XR: eXtended Reality) technology for the 5AL (5 Activity Learning) teaching method, which is a teaching and learning method selected by the Institute for University Education Innovation. The 5AL teaching method consists of PBL Learning, Havruta Learning, Flipped Learning, Smart Activity Learning, and Gamification Learning. In this study, a method of combining the released extended reality contents with 5AL was presented. In addition, we developed content that integrates the 5 learning methods of 5AL and confirmed the learning effect through testing.