• Title/Summary/Keyword: flipped learning

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The comparison of flipped-learning-applied classes of nursing college students on learning motivation, learning attitude and problem solving ability (일개 간호대학생의 플립드 러닝을 적용한 수업이 학습동기, 학습태도, 문제해결능력에 미치는 차이)

  • Kim, Pil-Hwan;Kim, Kyoung-Nam
    • Journal of Korean Clinical Health Science
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    • v.8 no.1
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    • pp.1369-1376
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    • 2020
  • Purpose: This research was conducted to the comparison of flipped learning on nursing students' learning motivation, learning attitude and problem solving ability. Method: Flipped learning was a learner-centered learning method. This study was conducted on 93 nursing students and 4th grade students taking community nursing. This study was a comparative experimental study of single group. The collected data were analyzed using SPSS Win 20.0 program. Results: The results of this study showed that the instruction of the flip learning application was statistically different from that before the test in the learning motivation (t=-2.149, p=.034) and problem solving ability (t=2.210, p=.030). However, there was no statistically significant difference in learning attitude. It is thought that the flipped-learning classes was progressed with the learner-centered, and the learner was given a lot of tasks and the preparation time was required. The classes with the flip learning was effective for the motivation and problem solving ability improvement. Conclusion: Therefore, in the next study, it is necessary to design a classes that complements this part in order to positively increase the students' attitude of learning. I would like to apply flipped-learning classes in various subjects.

A Study on Developing Instructional Model for Flipped Learning on Pre-Service Math Teachers (예비수학교사교육에서의 플립드 러닝(Flipped Learning) 교수·학습 설계에 관한 연구)

  • Huh, Nan
    • Communications of Mathematical Education
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    • v.29 no.2
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    • pp.197-214
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    • 2015
  • This study is to design Flipped Learning classrooms of learner-centered education on the pre-service math teachers education. The study aims to explore the feasibility of teaching and learning method. To achieve the objectives of the study was to explore the teaching and learning model. Flipped learing classroom design includes a main step of a typical process of teaching system. And we designed the model based on the ADDIE Model. This model contains the design steps and the Flipped learning component of the teaching and learning design model. Designed classroom presented in three steps that are before classroom, during classroom and after classroom.

Influences of Physical Education Classes based on Flipped Learning of Self-directed Learning Abilities and Attitude towards These Classes, for Middle School Students

  • Lee, Dae Jung;Kim, Dae Jin
    • International Journal of Contents
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    • v.15 no.2
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    • pp.59-74
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    • 2019
  • The objective of this study was to analyze the influence of physical education classes based on Flipped Learning on self-directed learning abilities and learning attitude towards these classes, for middle school students. The study selected 90 students as an experimental group (3 classes) and 97 students as a control group (3 classes), among 240 students of the first-year students attending a middle school located at Jeonju City of South Korea, applying convenience sampling, one of the non-probability sampling methods. For the experimental group, 36 sessions of physical education classes were held for 14 weeks, while the control group received teacher-centered classes. Comparing the results with the control group, the experimental group showed significant differences in terms of all sub factors of self-directed learning abilities, namely; desire for learning, learning objective establishment, basic self-management abilities, selection of learning strategy and self-reflection. Moreover, the experimental group manifested significant differences in terms of all sub factors of attitude towards the physical education subjects, namely; positive emotions, negative emotions, health & physical strength, interpersonal relations, physical activities & movements, and active participation & positive performance. From the findings, it can be considered that physical education classes based on Flipped Learning contributed to improving self-directed learning abilities and attitude towards physical education classes. This result can serve as a significant basic material for designing and performing classes in raising the understanding of Flipped Learning and effectively applying Flipped Learning in physical education classes.

Development of flipped learning course model based on instructor coaching (교수자 코칭에 기반한 대학의 플립러닝강좌 개발 모델)

  • Kim, EunHee;Byun, HoSeung
    • The Journal of Korean Association of Computer Education
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    • v.21 no.4
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    • pp.39-52
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    • 2018
  • There has been a lot of interest in flipped learning, but lacked practical research to support the faculty developing flipped learning courses in higher education institutions. The purpose of this study is to develop a consulting model for developing a flipped learning course that can be practically used by institutions such as center for teaching and learning that support faculty teaching to improve the quality of instruction. A 'Coaching based on flip learning course development consulting model' was derived through literature review and expert feedback. The 8-step model is as follows: 1) survey of class development, 2) course orientation, 3) flipped learning, 4) expert class analysis, 5) flipped learning coaching, 6) flipped learning operation, 7) instructor reflection, and 8) feedback and revision. Based on the results of this study, it is possible to provide professional and practical guide systematically, and also help to improve quality of lesson.

A Study on a Case Applying Learner-Centered Flipped Learning for Coding Classes (코딩수업을 위한 학습자 중심의 플립드 러닝 적용 사례 연구)

  • Lee, Ae-ri
    • Journal of Practical Engineering Education
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    • v.9 no.1
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    • pp.23-30
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    • 2017
  • This is a study on a case applying flipped learning to coding classes that is a college liberal arts course. A required coding class for the students who do not major in computers needs a teaching method differentiated from a coding education for training experts. The present study presented a flipped learning teaching model for the coding education of non-major students, and observed its effect and possibility. Flipped learning enables learners to learn with on-line contents anywhere and anytime they want and concentrate on practice education based on what they learned during class. Accordingly, the study sought for the solution to maximize the efficiency of teaching and learning through flipped learning. A pre and post surveys after applying a flipped learning to a practical class confirmed that the students taught using flipped learning were more positively assessed in learning satisfaction than those taught using a traditional method, and that in academic achievement as well, flipped learning was more effective.

The Development of CHANGE Flipped Learning Instructional Model in Higher Education - base on the 'educational method and technology' (대학교육에서의 CHANGE 플립러닝(Flipped Learning) 수업모형 개발 -교육방법및교육공학교과를 중심으로-)

  • JUNG, Ju-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.6
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    • pp.1834-1847
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    • 2016
  • Main objectives of the this study are: to develop a model of "Flipped Leaning" that is designed to enhance self-directed learning, learning motivation and self-control, and to verify its effectiveness-in higher education. The verification process initially concentrated on the feasibility study of the model with a thorough literature review and case analyses; then, its general and practical applicability were tested with a field study. As a result, first, the CHANGE Class Model, specifically designed for effective and efficient "Flipped Learning", was developed. It is thus named for the stages that the learning process takes place in the model-i.e., (1) Check ${\rightarrow}$ (2) Ask ${\rightarrow}$ (3) Notice ${\rightarrow}$ (4) Group presentation ${\rightarrow}$ (5) Evaluation, and it emphasizes the dynamic, questions centered (i.e. back and forth between the students and the instructor as well as between the students) learning process. Second, the Model was instrumental in enhancing self-directed learning, learning motivation and self-control; thus, as a result, it significantly improved the effectiveness, the level of concentration and the attractiveness of the learning process. The value of this study lies in pointing to a clear plan to allow a student in higher learning to set-up a self-directed learning plan, to be able to control it while being continuously motivated to complete it.

The Effect of Flipped-PBL on the Communication and Problem Solving Skills (Flipped-PBL이 대학생의 문제해결능력과 의사소통능력에 미치는 영향)

  • Nam, Sunwoo
    • 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.

A Case of Applying Flipped learning to Norms of Language Course

  • Sim, Ji-Young
    • Journal of the Korea Society of Computer and Information
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    • v.23 no.5
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    • pp.73-78
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    • 2018
  • Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

The Effects of Flipped Learning on Self-Directed Learning and Class Satisfaction in a Class of College Physical Therapy Students (플립 러닝(Flipped learning)이 전문대학교 물리치료과 학생들의 자기주도 학습과 수업만족도에 미치는 영향)

  • Chung, Eunjung
    • Journal of The Korean Society of Integrative Medicine
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    • v.6 no.4
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    • pp.63-73
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    • 2018
  • Purpose : This study aims to verify the effects of flipped learning on self-directed learning and class satisfaction in a class of college physical therapy students. Methods : The subjects were 97 students in College A who had registered for musculoskeletal examination and assessment and practice at the second semester of 2017. All subjects were measured with the self-directed learning questionnaire for college student proposed by Lee et al., and the class satisfaction questionnaire proposed by Lee et al., before and after intervention. The collected data were processed using a computerized statistical program SPSS Win version 21.0. Mean, standard deviation, paired t-test and Cronbach's alpha coefficient were calculated. Results : The results showed significant differences in goal setting, identify resources for learning, effort attributed to results, self-reflection of self-directed learning and problem solving excellence, class methods and contents attention and understanding(p<.05), class interest of class satisfaction(p<.05). Conclusion : These results suggest that flipped learning improves learning motivation and attitudes. Therefore, follow-up study is necessary to investigate further the application of flipped learning in various students and teaching methods.

A Case Study on the Application of Flipped Learning to Solid Mechanics in College of Engineering (공과대학의 고체역학 교과목에 플립러닝의 적용사례)

  • Yoon, Sungho
    • Journal of Engineering Education Research
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    • v.22 no.3
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    • pp.68-77
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    • 2019
  • This study dealt with a case study on the application of flipped learning to solid mechanics in college of engineering and analyzed the results of Pre-class survey, In-class activities, and Post-class survey to examine the effects of flipped learning. Total sample size of the analysis was 32 students who applied for solid mechanics in mechanical engineering department, consisting of 23 students in sophomore, five in junior and four in senior. The class was operated in three stages: Pre-class, In-class, and Post-class. The response of the students was observed at each stage of the class. According to the results, flipped learning was effective in learning knowledge of major subjects in engineering, and students actively participated in class activities and conducted smooth discussions with team members. Flipped learning has also improved students' class concentration and academic ability. Most of the students have expressed their intention to take classes or actively recommend other students when the classes are held. Effective classes will require systematic discussion guidance because flipped learning is closely related to discussion activities.