Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

Effect Analysis of Active Flipped Learning using Interactive Application

인터랙티브 앱을 활용한 능동적 플립 러닝 효과 분석

  • Received : 2017.02.09
  • Accepted : 2017.10.23
  • Published : 2017.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

The flipped learning is an inverted teaching model where students learn the basic concepts using short videos at home and then come to class to enable effective practice and interactions among teachers and students. However, due to the students' lack of self-regulated competence, most students have difficulties of comprehending the instructional materials out of class by themselves. In this paper, we develop an interactive app for active flipped learning in the mathematics courses in the elementary schools. We examine the effectiveness of the active flipped learning on learners groups with different achievement levels in learning 4th grade mathematics concepts in the elementary schools. The pretest and posttest survey results show that the proposed flipped learning approach has better performance compared to the traditional flipped learning approach.

플립 러닝은 학생들이 기본적인 개념을 집에서 짧은 비디오를 통해 학습하고 학교에서는 교사와 학생들 간의 상호작용과 효과적인 연습을 가능하게 해주는 거꾸로 된 학습 모델이다. 그러나 교실 밖에서의 스스로 하는 학습이 자기통제의 미숙함으로 인해 많은 학생들이 스스로 학습하는 학습내용을 이해하는데 많은 어려움을 겪고 있다. 본 논문에서는 초등학교의 수학과목에서의 능동적인 플립 러닝을 위한 인터랙티브 앱을 개발한다. 또한, 초등학교 4학년 수학의 개념을 이해하는 수준이 다른 학습자 그룹을 대상으로 제안한 능동적 플립 러닝의 효과를 조사한다. 사전사후 조사결과 인터랙티브 앱을 활용한 플립 러닝 기법이 전통적인 플립 러닝 기법 보다 성적향상에 효과가 있었다.

Keywords

References

  1. Bergmann, Sams (2012), Flip your classroom : Reach every student in every class every day. International Society for Technology in Education.
  2. Bergmann, Sams (2015), Flipped learning for Science Instruction. International Society for Technology in education.
  3. Bhagat, K. K., Chang, C. N. & Chang, C. Y. (2016), The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19(3), 134-142.
  4. Burrett, D. (2012), How 'Flipping' the classroom can Improve the traditioinal lecture. The chornicle of higher education. Retrieved March 22.
  5. Carlos Turro, Raúl Mengod, Juan Carlos Morales and Jaime Busquets (2016), Video is key for Flipped Learning: An experience at Universitat Politecnica de Valencia, LAK'16, Edinburgh, Scotland, 18-25.
  6. Chiu-Lin Lai, Gwo-Jen Hwang (2016), A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course, Computers & Education, 100(1), 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
  7. Egan, K. (1999). Children's minds: Talking rabbits and clockwork oranges. New York: Teachers College Press.
  8. Greenberg, B., Medlock, L. & Stephens, D.(2011), Blend my learning: Lessons from a blended learning pilot. Envision School, Google, & The Stanford University D. School.
  9. Jeong min (2014), The Effects of Flipped Classroom on Elementary Learner's Mathematics Academic Achievement and Attitude. Korea National University of Education [master's thesis].
  10. Jina Bhang, Jihyun Lee (2014), Exploring Educational Significance of Flipped Classroom and Its Implications for Instructional Design, The Journal of Korean Teacher Education, 31(4), 299-319. https://doi.org/10.24211/tjkte.2014.31.4.299
  11. Kim Eun Ju (2015), The effects of using Flipped Learning in elementary Korean language class on learning achievement, self-directed learning ability and Flipped Learning satisfaction. Dankook University [master's thesis].
  12. Mello, R. (2001), The power of story-telling: How oral narrative influences children's relationships in classrooms. International Journal of Education and the Arts, 2(1), 44-65.
  13. Ministry of Education (2009), 2009 revised Mathematics Curriculum, 306-341.
  14. Ministry of Education (2012), Mathematics Achievement and Assessment Standards for 4th Grades in the Primary School Level.
  15. Stayer, J. F. (2012), How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(22), 171-193. https://doi.org/10.1007/s10984-012-9108-4