• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.295-303
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• 2022

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.

• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.161-172
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• 2020

The purpose of this study is to compare students' perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student's T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.151-161
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• 2007

There were a lot of attempt to reform mathematics education. These may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, materials and resources for teaching. But the most important thing is reform of teaching and learning method. The teaching and learning in mathematics is related with culture of mathematics classroom. Thus the culture of mathematics classroom plays a critical role in the learning of mathematics. Although there is consensus what desirable culture of mathematics classroom is, the role of teachers is important to make desirable culture of mathematics classroom. So, this paper suggested the role of teachers in reforming the culture of mathematics classroom. Avoiding from routine and technical teaching, the teachers should play active role in constructing mathematical understanding of students.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.156-163
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• 2015

In Malaysia, the students' poor performance in mathematics and sciences needs immediate attention and remedies. In order to tackle this problem, an active learning environment that encourages students' question-asking capability must be molded. Transformation from traditional teacher-based approach to active-learning classroom is the key to develop question-asking capability. The classroom activity that the authors used in this study is based on the uncritical inference test to promote students' deeper thinking which encouraged students to verify facts that was previously learnt in classroom through group discussion activity. Three sets of uncritical inference test were developed and applied to Malaysian college course of basic organic chemistry. Students' answers to the impact of using uncritical inference test with a group discussion on learning and communication skills were positive.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.

• Journal of the Korean Institute of Educational Facilities
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• v.23 no.1
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• pp.43-54
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• 2016

The purpose of this study was to survey teachers' perception of classroom space utilization through analyzing the physical environment of elementary school classrooms (56 classrooms in 10 schools). Most of the teachers arranged desks in the two person parallel type (sectional layout : standard type) for their classes. Although the number was small, some classrooms used the T type, H type, U type, group type, and the teachers of such cases used these layouts for children's play activities or group learning. Some teachers changed the desk layout depending on the contents of learning or for different atmosphere of class, but about 40% of the teachers used the same classroom layout without any change during a semester. When the teachers' perception of classroom space utilization was examined according to the type and change of desk layout, the quantity and characteristics of posts, the position of posting spaces, and the size of activity spaces in the classroom, most of the teachers tended to be conventional without any characteristic, and only 16% of them were relatively active in utilizing classroom spaces. In addition, teachers of a relatively small class were more active in utilizing classroom spaces. In particular, perception was very low to utilize the classroom as a space for children's life or play activities or various types of learning. These findings suggest that it is necessary to improve teachers' perception of classroom space utilization in the future.

• The Journal of Sustainable Design and Educational Environment Research
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• v.9 no.3
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• pp.20-33
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• 2010

The purpose of this research is to investigate and analyze the recognition of students and teachers towards an influence of a subject classroom system to teacher's learning activities and student's learning attitude. The study was subjected to students and teachers at a school that has innovatively operated subject classroom system from before 2009. The results of the research are as follows. First, the result of investigation shows that the quality of class has been improved. The formats of managing class and class materials have become various. Second, there is an affirmative exchange in student's learning attitude, such as student's active participation, concentration, preparation and interest toward a class. Third, the fifty percent of teachers answered it that a block time system and intensive study system is required to manage an efficient subject classroom system. Lastly, the investigation shows that teachers and students are generally satisfied with running the subject classroom system. However, the satisfaction ratio of students is lower than the one of teachers.

• Journal of Korean language education
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• v.25 no.1
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• Educational Technology International
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• v.19 no.2
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• pp.175-197
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• 2018

Flipped classroom (FC) has gained attention as an active learning approach. Designing effective out-of-class activities to help prepare students for in-class activities is fundamental for successful implementation of FC. This study investigated the effectiveness of Goal-Based Scenarios (GBS) for out-of-class learning in FC. Four out of twelve units in a medical humanities course for Year 2 medical students was redesigned into a FC format, where e-learning modules were designed using a GBS approach for out-of-class activities and classroom debates were implemented for in-class activities. The other eight units were delivered in a conventional classroom debate format, which included reading text materials as pre-class assignments. A formative evaluation study was conducted using questionnaires and interview methods and students' academic achievements were evaluated by comparing their pre- and post-test scores between FC and conventional units. Students had positive perceptions of the e-learning modules in GBS approach and preferred the structure of learning in the FC format. Students' pre-test scores were slightly higher in the FC units, yet their post-test scores were comparable with conventional units. This study illustrates students' perceptions that the learning was bettered structured in FC and that the out-of-class learning using the GBS approach helped them better prepared for in-class activities.

• Journal of the Korean Institute of Educational Facilities
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• v.10 no.2
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• pp.15-22
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• 2003

The purpose of this study is to find problems and to provide architectural design standards of the Learning Space Unit(L.S.U.) in Elementary Schools through the Post-occupancy Evaluation(POE). In this study, we found six major problems of the type of the L.S.U. in elementary schools. More than 50% of users expressed dissatisfactions in these items : size, safety, cooling facility, noise, privacy and primary meaning for its original purpose. After the interrelation-analysis, we checked pros and cons about each forms of L.S.U. It is the result of analysis of the layout method in L.S.U. 1) "$8.4m{\times}8.4m$" classroom unit got the highest positive responses 2) "2-classroom type" and "4-classroom type" got higher score than "3-classroom type" 3) "Whole faced type" 1) made more active Multi-space than "Partial faced type" 4) prefered prepared "Open-classroom" to "Closed-classroom" 5) 'Zoning type between L.S.U.s' couldn't influence to user's responses. Designers can consult those informations when they plan a new, remodeling and additional elementary school.