• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.4
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• pp.847-856
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• 2016

Flipped learning is a pedagogic model in which the typical lecture and homework elements of a course are reversed. Short video lectures or e-learning contents or other learning materials are viewed by students at home before the in-class session, while students are mainly carried out diverse active learning activities such as the discussions, exercises, team projects and so on in class time. Recently flipped learning has been emerging as an effective teaching-learning method that can train the 21st century talents who can create creative values based on fusion competencies. Based on the experience in applying the flipped learning to the database class that is an elective course of the school of computer engineering through three semesters, this paper proposes a flipped learning model consists of 7 steps in detail. Also, this paper analyzes the effects and weak points of the flipped learning and proposes several things for the successful flipped learning application.

• Journal of Science Education
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• v.44 no.2
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• pp.240-258
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• 2020

The advances in science technology brought about a new form of learning called flipped-learning: a combination of on-line and off-line learning. A flipped learning is a form of blended learning which has become quite popular, nowadays, in the field of education. Despite the emphasis on the importance of medical humanities in medical education program, there are no effective teaching and learning models to realize the purpose of medical humanities education. This study explores the possibility of flipped-learning to apply medical humanities classes. The class was designed based on the ADDIE model consisting of five stages, analysis - design - development - execution - evaluation. In order to do 'flipped-learning,' the instructor reconstructs the purpose of medical humanities education, instructional purpose and content, and analyzed learner. The contents of the medical humanities class were structured considering the purpose of the introduction to the medical humanities in the medical education program and the competencies that medical personnel should have in the developed health care environment. The instructor produces a video of the lecture and makes it possible to use LMS (Learning Management System) before and after classes, and conducts discussion activities so that learner-learner and learner-teacher interaction could actively occur during the class. The result of applying medical humanities lesson as flipped learning is as follows: First, it can realize the essence of medical humanities education. Second, it contributes to strengthening the competencies of health care provider. Third, flip learning can be used as a new teaching strategy for medical humanities education. The result of this study is expected to suggest new ways of introduction to teaching method in the traditional medical humanities class and contribute to the practice of designing and doing flipped learning of medical humanities class in the future.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.19-29
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• 2020

The study aims to examine the effectiveness of flipped learning teaching methods by using learning analytics to enable effective programming learning for non-major students. After designing a flipped learning programming class model applied with the ADDIE model, learning-related data of the lecture support system operated by the school was processed with crawling. By providing data processed with crawling through a dashboard so that the instructor can understand it easily, the instructor can design classes more efficiently and provide individually tailored learning based on this. As a result of analysis based on the learning-related data collected through one semester class, it was found that the department, academic year, attendance, assignment submission, and preliminary/review attendance had an effect on academic achievement. As a result of survey analysis, they responded that the individualized feedback of instructors through learning analysis was very helpful in self-directed learning. It is expected that it will serve as an opportunity for instructors to provide a foundation for enhancing teaching activities. In the future, the contents of social network services related to learners' learning will be processed with crawling to analyze learners' learning situations.

• The Journal of the Korea institute of electronic communication sciences
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• v.13 no.2
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• pp.391-396
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• 2018

A variety of experiments are being conducted with the advent of Learning Model for flipped-learning. In order to apply flipped-learning as a method of teaching, most of them require a pre-prepared learning video. In this case, there is the burden to create the samples of a 13 weeks, except for the mid term and the final exam in college. These systems also make it difficult to change learning content. In this paper, we suggest using blogs to improve the characteristics that existing flippling systems are less adaptable to environmental changes. A blog can be a good thing for learners who are comfortable with the Internet, In this study, we experiment with flipped-learning, which applies blog to one subject. As a result, we would like to evaluate the meaningful learning effects of this study.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.241-253
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• 2019

The purpose of this study was to examine the phenomena that occurred when the students were practicing flip-learning lessons and to present the good points and the unsatisfactory points to improve the students' learning pleasure. Therefore, it is aimed to provide the basic data and the advantages and disadvantages which are needed to apply the flip learning method which is newly emerging recently to the university instruction. The method of this study was a questionnaire survey to understand the perception of flip learning. Based on the results of this study, the following conclusions are presented. First, the experience of flip learning instruction was first encountered by 50% of college students. Second, the students showed a very low tendency in practicing the flip learning instruction(video watching) the instructor intended. Third, college students have a habit of learning that they are not ready for pre-study of the subject. Fourth, the perception of flip learning lesson through the provision of video was highly positive. Fifthly, flip learning lessons have the advantage of being able to learn regardless of the time and place that they have, but they are not actively involved if they are not actually reflected in the test or grades. In conclusion, it was found that college students became accustomed to the incentive-style lessons due to the application of various learning techniques from elementary school age, making it difficult to participate in voluntary learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.126-137
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• 2020

This study provided implications for applying learner-centered teaching methods in the field of management education by adopting flipped learning and team-based learning to Business Communication classes and operating the classes according to its characteristics. Business communication capability, especially related to drawing up a document or a written report, is considered one of the crucial factors for making individuals valuable in an organization. For the identification of the subject outputs, a total of 64 students from the first and second semesters in 2018 were sampled, and the Wilcoxon signed rank test and paired t-tests were carried out. The results show that all types of communication capabilities have significantly increased at the end of each of the semesters. Also, the overall satisfaction level proved to be higher at the end rather than at the beginning of each semester. This study is especially meaningful because the results suggest concrete ways to apply learner-centered teaching methods for business education.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.325-337
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• 2017

The purpose of this study is to examine the effectiveness of flipped learning lesson on the human social behavior and social environment subject. In order to achieve this object, this study conducted qualitative analysis of class-evaluation and self-evaluation and quantitative analysis using the questionnaire. As a result, it was confirmed that flipped learning method works very effectively in the theoretical curriculum of social welfare. Participants assessed that their comprehension and presentation skills improved. In addition, their self-esteem improved after this class. However, this teaching may be rather negative for participants who had difficulties in pre-learning or a passive attitude. In order to improve this problems, the instructors should be prepared to make pre-learning better. As well as, they should prepare countermeasures for passive participants, and help interact well among the participants.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.53-61
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• 2016

This study aims to examine English learning beliefs of Korean college students enrolled in e-learning courses and to investigate the relationship between their beliefs and L2 achievement. Horwitz's Beliefs about Language Learning Inventory was used to elicit students' beliefs about English learning and their grades in a final exam were employed for the English achievement measure. The data from one hundred sixteen respondents were analyzed through a factor analysis and the analysis revealed 5 factors: Motivation, learning strategies, English aptitude, foreign language aptitude, and communication strategies. The results showed that the most of the e-learning students had a high level of motivation and expectation in learning English but they believed that they had a low language aptitude. Statistically significant correlation was found between students' beliefs in motivation and their L2 attainment.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.271-283
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• 2017

The purpose of the study is to verify the effectiveness the preliminary Health Administrators' Social Problem Solving Competency(SPSC) through the application of the learner-centered program Convergence Design Thinking(CDT) conducted by undergraduate school of Intrapreneurship the integrated curriculum, and evaluation of SPSC improvement effect. A pre-post-questionnaire survey was carried out that started March to June 2016 among the forty-five second-year college students from the Health Administration Department who participated in the CDT during the 15 weeks training. The main results are as follows. CDT were positive influenced on the improvement of Negative problem orientation, Impulsive careless style(ICS) and Avoidance coping style of the preliminary Health Administrators' SPSC. Especially, female college student or the absence of working experience, it was effective on the improvement of ICS of the participants. This CDT program identified having positive effects on their participation, SPSC. To further improve SPSC, The development of integrated curriculum and application of creative teaching method like this CDT is highly recommended.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.12
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• pp.1618-1624
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• 2018

The undergraduate structure based on flipped learning should be a necessary course to cultivate value creation capability based on students' problem solving capability through the change of university education in the fourth industrial revolution era. Flipped learning stimulated the learner's high order thinking and activates communication between the faculty-student and the students through the use of activity oriented teaching strategy. Introduction and spread of Flipping Learning combining project-based learning with MOOC is required. The professor should be able to apply net teaching and learning methods using flipping learning and active learning, and develop class contents reflecting new knowledge, information and technology. As the introduction and spread of AI-based(E-Advisor, chat bot et al) learning consulting, Which is becoming increasingly advanced, the transition to "personalized education" that meets the 4th Industrial Revolution should be made.