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http://dx.doi.org/10.14702/JPEE.2022.295

A Comparative Case Study of Flipped Learning in Active Learning Classroom vs. Fixed Classroom  

Lee, Sang-Eun (Center for Teaching and Learning, Sungkyunkwan University)
Song, Bong-Shik (Department of Electrical and Computer Engineering, Sungkyunkwan University)
Publication Information
Journal of Practical Engineering Education / v.14, no.2, 2022 , pp. 295-303 More about this Journal
Abstract
This study compares two cases in which flipped learning is applied in the active learning classroom (ALC) and fixed classroom of advanced engineering education. To this end, the difference in pre-learning, academic achievement, and class satisfaction between ALC and fixed classroom flipped learning were compared. The results revealed that students in ALC flipped learning watched more video lectures for pre-learning than those in the fixed classroom flipped learning and achieved higher scores on final tests, though they obtained lower points on midterm exam. In addition, examination of class satisfaction with questions about class factors, instructor factors, and overall satisfaction revealed that ALC flipped learning showed higher satisfaction in all factors than the fixed classroom flipped learning. This case study suggests that the ALC environment, a learning space built to facilitate learner-centered activities, is more effective for flipped learning that requires active interaction in the classroom.
Keywords
Active Learning Classroom; Academic achievement; Course satisfaction; Flipped learning;
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Times Cited By KSCI : 8  (Citation Analysis)
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