Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
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Analysis about the effect of flipped learning based team activity

플립드 러닝 기반 팀 협동학습 적용 효과분석 연구

  • Park, Boc-Nam (Department of Medical Informatics, Yong-In Songdam College) ;
  • Shin, Mee-Kyung (Department of Nursing, Korea Nazarene University) ;
  • Jeon, Hye-Jin (Department of Nursing, Korea Nazarene University)
  • 박복남 (용인송담대학교 의료정보과) ;
  • 신미경 (나사렛대학교 간호학과) ;
  • 전혜진 (나사렛대학교 간호학과)
  • Received : 2019.05.16
  • Accepted : 2019.06.20
  • Published : 2019.06.28
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Abstract

This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.

이 연구는 전통적인 강의와 플립드 러닝 팀 협동학습 적용에 따른 수업경험, 의사소통 불안 차이와 학습만족도 및 학습지속의향 정도를 알아보기 위한 연구로 간호대학생 54명을 대상으로 수행되었다. 전통적인 강의를 4주, 플립드 러닝 기반 협동학습을 4주 수행한 후 변수값의 차이를 paired t- test로 비교하였다. 연구결과 학습자의 수업경험은 정서적영역의 정서적 상태변인과 활동성 변인 모두 강의식 전통학습보다 플립드 러닝 기반 팀 협동학습 이후 평균값이 통계적으로 유의하게 높았으며(t=-3.80, p=.000; t=-3.35, p=.001), 동기적영역의 변인인 수업활동조절(t=-3.07, p=.003), 자신의 능력(t=-2.48, p=.016), 수업참여 정도(t=-3.25, p=.002)에서도 플립드 러닝 기반 팀 협동학습에서 평균이 통계적으로 유의하게 높았다. 플립드 러닝 기반 팀 협동학습이 의사소통 불안(t=1.85, p=.069)을 개선하는 데 통계적으로 유의한 결과를 보이지 않았다. 대학생 상대로 연구한 협동 학습 적용 결과 수업 만족도가 높았으며 지속적인 학습의 관심을 보였다.

Keywords

Table 1. General characteristics of the subjects

JKOHBZ_2019_v9n6_44_t0001.png 이미지

Table 2. Differences in the degree of class experience of the subjects

JKOHBZ_2019_v9n6_44_t0002.png 이미지

Table 3. Differences in the degree of communication anxiety of the subject

JKOHBZ_2019_v9n6_44_t0003.png 이미지

Table 4. Learning satisfaction and continuation of Flipped learning based team activity

JKOHBZ_2019_v9n6_44_t0004.png 이미지

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