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http://dx.doi.org/10.5762/KAIS.2019.20.2.346

Educational Effects of Flipped Learning on University Teaching Courses  

Lee, Soon-Deok (Department of Elementary Special Education, Nambu University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.20, no.2, 2019 , pp. 346-357 More about this Journal
Abstract
The purpose of this study was to examine the effects of flipped learning and explore the learners' experiences. Data were collected from 64 students who participated in flipped learning for 7 weeks at N university. The results were as follows. First, after applying flipped learning, learners feel more comfortable learning together and prefer collaborative learning. Second, flipped learning had no significant effects on learner's overall metacognition, but it had positive effects on the awareness and cognitive strategies. Third, flipped learning had no significant effects on academic self-efficacy, but it positively affected the task difficulty preference and confidence of learners who had a lower level of collaborative tendencies. Fourth, flipped learning had no significant effects on SDL ability, but it positively affected the learning plan of learners who had a higher level of collaborative tendencies. Fifth, learners' class satisfaction of flipped learning was generally very high. We suggested a policy, instructional design and strategies for effective implementation of flipped learning.
Keywords
Flipped learning; Teaching courses; Collaborative tendency; Metacognition; SDL ability;
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