Abstract
The purpose of this study is to empirical case study for the instructional design of flipped classroom by job-capability advancement of IT business majors. A student of IT business school has learned a lot of management educations for four years. But, they don't recognize a connection between school education and business practice. A subject based on the humanities, and social sciences consisted of mostly the memorization. The undergraduate class lack a practice's curriculum by a creative-oriented lesson rather than memorization-oriented. In particular, An IT business is now recognized as a significance emerging IT investment, the Internet of Things, information security, big data and strategy's ERP. For these reasons, it is important for an instructional design for understanding business practices of the students. Accordingly, Flipped classroom with participatory class be needed increasingly for students' practical sense. We will propose a design method of flipped classroom for inspiring business education. In this, new instructional design overturned traditional teaching method. After the student conducts a prior learn at home, school will accomplish a problem solving through question and answer. This design effected a boredom suppress and creative enforcement of student and an intimacy increase of instructor. In addition, A participatory class and reciprocal peer tutoring will be possible by a spontaneous self-directed learning of student. We were designed course of project type based on big data theory and application to target the fourth-year course. In conclusion, the new instruction provided a help to learning synergy between student and lecturer. During the lessons, the student showed improvement of business sense and enhanced problem solving capability. The lecturer has the intimacy through communication interaction with students.
