• Journal of muscle and joint health
• /
• v.28 no.1
• /
• pp.70-78
• /
• 2021

Purpose: Flipped learning is a novel teaching strategy for encouraging students to engage in the learning process. This study aimed to redesign the public health nursing course and examine the implications of flipped learning on learning outcomes, self-efficacy, and self-leadership in undergraduate programs. Methods: A one-group, pretest-posttest design was used. A total of 80 students participated in this study. The flipped learning method was employed between April 14 and June 5, 2016. The data were analyzed using descriptive statistics and an independent t-test. Results: The self-efficacy of the lower 25% group based on academic performance was significantly increased; however, self-leadership did not show any change after utilizing flipped learning. Overall, 65.4% of the students were satisfied with their class. Conclusion: Flipped learning was an effective strategy for students with low achievement. Despite these advantages, it was considered to reduce the burden of studying.

• Journal of The Korean Society of Integrative Medicine
• /
• v.6 no.4
• /
• pp.63-73
• /
• 2018

Purpose : This study aims to verify the effects of flipped learning on self-directed learning and class satisfaction in a class of college physical therapy students. Methods : The subjects were 97 students in College A who had registered for musculoskeletal examination and assessment and practice at the second semester of 2017. All subjects were measured with the self-directed learning questionnaire for college student proposed by Lee et al., and the class satisfaction questionnaire proposed by Lee et al., before and after intervention. The collected data were processed using a computerized statistical program SPSS Win version 21.0. Mean, standard deviation, paired t-test and Cronbach's alpha coefficient were calculated. Results : The results showed significant differences in goal setting, identify resources for learning, effort attributed to results, self-reflection of self-directed learning and problem solving excellence, class methods and contents attention and understanding(p<.05), class interest of class satisfaction(p<.05). Conclusion : These results suggest that flipped learning improves learning motivation and attitudes. Therefore, follow-up study is necessary to investigate further the application of flipped learning in various students and teaching methods.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.2
• /
• pp.346-357
• /
• 2019

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.

• Journal of Fisheries and Marine Sciences Education
• /
• v.28 no.5
• /
• pp.1478-1491
• /
• 2016

This study has designed to find out the effects of a project-based flipped learning model at universities on the self-directed learning ability, the self-leadership, and the learning competency. For the study, two procedures were performed. First, a flipped learning model for a project-based learning was developed on the basis of the literature reviews. The flipped learning model has three different steps: the pre-class, the in-class, and the post-class. In the pre-class, instructors provide mini-core courses using various technologies for learners outside the class. The in-class is the step to check whether learners prepare their learning or not. Also, in this step, the in-death learning and the teaching-learning process by interaction between instructors and learners would be performed. In the post-class, learners would be able to sustain the extended learning to develop the learning tasks and activities after flipped learning class. Through this step, the learners could be experienced integrated thinking and application, documentation and management, as well as sharing and spread of their learning. Second, the effectiveness of the developed flipped learning model on the self-direction, the self-leadership, and the learning competency was examined. The quantitative research method and the qualitative research method were used for this study. The results indicated that the flipped learning model showed improvement on the self-direction, the self-leadership, and the learning competency.

• Journal of Engineering Education Research
• /
• v.26 no.6
• /
• pp.51-61
• /
• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.26 no.1
• /
• pp.25-35
• /
• 2020

Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

• Journal of Technologic Dentistry
• /
• v.39 no.3
• /
• pp.171-177
• /
• 2017

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student's self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students' self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students' abilities.

• Journal of Digital Convergence
• /
• v.16 no.3
• /
• pp.59-73
• /
• 2018

The purpose of this study is to verify the learning effect of domestic flipped learning in meta - analysis. We collected a total of 95 studies on flipped learning effectiveness published in Korea by 2017, of which 59 are dissertations and thesis and 36 are academic papers. The results were analyzed using CMA program. First, the learning effect of flipped learning was .58, which showed that the learning effect was higher than the lecture class. Second, the effect size of cognitive, affirmative, and interpersonal domains showed significant effects of flipped learning in all three domains. Third, the learning effect of flipped learning is influenced by the type of publishing, school type, core subject, when the type of publication are dissertation and thesis, when the type of school is high school. Based on the results, this study suggested implications for the design and implementation of flipped learning in Korea.

• The Korean Journal of Emergency Medical Services
• /
• v.20 no.2
• /
• pp.99-111
• /
• 2016

Purpose: The purpose of this study is to investigate the effects of flipped learning on self-directed learning and academic achievement in national competence standards (NCS) based physical assistant skills in the emergency medical technology(EMT) students. Methods: One-group pretest-post test design was used. Flipped learning was carried out for 2 hours per week for 16 weeks. A self-reported questionnaire was completed by 56 EMT students from March 3 to June 16, 2016. Data were analyzed by paired t-test and Pearson correlation coefficient using SPSS 18.0 program. Results: After completion of flipped learning, significant improvement was found in self-directed learning(t = 6.04, p < .001), academic achievement($3.25{\pm}.79$) and academic achievement((t = 6.41, p < .001). There was a significant positive correlation among self-directed learning and academic achievement. Conclusion: Flipped learning is useful teaching and learning method to the EMT students.

• Journal of Engineering Education Research
• /
• v.24 no.3
• /
• pp.21-31
• /
• 2021

Flipped learning, which involves listening to lectures at home and performing dynamic group-based problem-solving activities in the classroom, is recently evaluated as a learner-centered teaching method, and interest and applications in engineering education are increasing. Therefore, this study aims to provide practical guidelines for successful application through empirical research analysis on the use of flipped learning in domestic engineering education. Through the selection criteria and keyword search, a systematic review of 36 articles was conducted. As a result of the analysis, flipped learning research in engineering education has increased sharply since 2016, focusing on academic journals and reporting its application cases and effects. Most of the research supported that flipped learning was effective not only for learners' learning activities(e.g., academic achievement, satisfaction, engagement, learning-flow, interaction), but also for individualized learning and securing sufficient practice time. It was often used in major classes with 15 to less than 50 students, especially in computer-related major courses. Most of them consisted of watching lecture videos, active learning activities, and lectures by instructors, and showed differences in management strategies for each class type. Based on the analysis results, suggestions for effective flipped learning management in future engineering education were presented.