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http://dx.doi.org/10.5762/KAIS.2019.20.12.780

An Analysis of the Flipped Learning Activities by the Activity Theory  

Lee, Soon-Deok (Department of Elementary Special Education, Nambu University)
Jeon, Hee-Jeong (Department of Counseling Psychology, Kwangju Women's University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.20, no.12, 2019 , pp. 780-788 More about this Journal
Abstract
This study is intended to analyze flipped classroom learning activities, which have recently been spotlighted as a learner-centered teaching method in universities, from the perspective of cultural and historical activity theory. A survey and some participation observations were conducted with one professor and the students who participated in Educational Methods and Technology courses at A university. The components of the flipped classroom learning activities were analyzed based on the model of the activity system, and contradictions that appeared in the interactions between components were analyzed. Four implications were proposed for a more advanced flipped classroom learning activity system: the professor's and the learners' true identity recognition and role performance, strengthening the organic link between online and offline activities, support for alleviating the burden of teaching and learning preparation, and readjusting the system to support its smooth operation.
Keywords
Flipped Learning; Activity Theory; Activity System; Educational Methods and Technology; Learner-Centered Teaching Method;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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