• Title/Summary/Keyword: Flipped

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Exploring the Possibility of Changing the Learning Styles and Preferred Teaching Styles of Engineering College Students through Flipped Learning Methods (플립러닝 교수법을 통한 공과대학 학생들의 학습양식 및 선호교수법 변화의 가능성 탐색)

  • Han, Jiyoung
    • Journal of Engineering Education Research
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    • v.24 no.6
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    • pp.40-49
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    • 2021
  • The purpose of this study is to explore the possibility of changing students' learning styles and preferred teaching styles after applying the flipped learning method to engineering education. In order to achieve the purpose of this study, literature review and survey study were conducted. The subject of application of the flipped learning method is the 'Creative Problem Solving Methodology' class, which is one of the specialized liberal arts subjects operated for students of the college of engineering at D university in Gyeonggi-do. For the survey study, a tool adapted to the domestic conditions of Kolb's learning style test tool and Felder & Silverman's preferred teaching style test tool was used. In addition, pre- and post-tests were conducted to measure changes in the learning styles and preferred teaching styles. As a result of applying the flipped learning method for one semester, the learning style showed a tendency to change from an accommodative to a divergent learner. In addition, in the case of the preferred teaching styles, it was confirmed that there were statistically significant changes in the organization and the area of participation. Based on these findings, a proposal for a follow-up study was presented.

Development and Effects of Health Education Program using Flipped Learning for Allergic Rhinitis Patients (알레르기비염 환자를 위한 플립러닝을 적용한 건강 교육프로그램 개발 및 효과)

  • Lee, Young-Sil;Eun, Young
    • The Journal of Korean Academic Society of Nursing Education
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    • v.25 no.2
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    • pp.173-185
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    • 2019
  • Purpose: This study was conducted to develop and test effects of flipped learning on a health education program for allergic rhinitis patients. Methods: The study was a nonequivalent control group pretest-posttest design, with 38 participants (experimental group: 19, control group: 19). The education program for allergic rhinitis patients with flipped learning developed for this study was conducted in pre-class, in-class, and post-class stages for a total of 12 weeks. For the in-class stage, a TREAT model suitable for patient education program was developed. Data were analyzed with an independent t-test and repeated measures ANOVA. Results: The experimental group showed significant improvement in knowledge (F=15.029, p<.001), self-efficacy (F=6.814, p<.001) and self-care behavior (F=41.761, p<.001). In addition, subjective symptoms (F=61.453, p<.001) and quality of life (F=52.413, p<.001) improved. Conclusion: The results of this study show that flipped learning in an education program is an effective method for those in their twenties persistent moderate-severe allergic rhinitis. Therefore, the education program for allergic rhinitis developed by this study is actively recommended for nurses or health managers at universities to educate subjects in their twenties with allergic rhinitis.

Effect of PBL on Self Leadership, Nursing Leadership, Confidence in Nursing Students Applying Flipped Learning

  • Park, Jung-Ha
    • International Journal of Advanced Culture Technology
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    • v.9 no.4
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    • pp.162-168
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    • 2021
  • This is a group pretest-posttest design study that aim to evaluate the effect of problem-based learning using flipped learning to self leadership, nursing leadership, and confidence of nursing students. The subjects were 87 4th nursing students who took nursing management from March 15 to April 26, 2021. A questionnaire was used to measure self leadership, nursing leadership, and confidence. The measurement of self leadership is a 5-point Likert scale that employs a questionnaire. Flipped learning uploaded a 5-8 minute lecture video, and the subjects learned on learning management system, using smart device. PBL teaching was developed about personal growth, cooperation, nursing excellence, creative problem solving, influence. As a result of the study, self leadership was significantly improved after education than before education(t=-6.27, p<.001). Nursing leadership and confidence were significantly changed before and after education(t=-16.10, p<.001; t=-2.37, p<.001). According to the results of this study, the PBL teaching method using flipped learning is an effective teaching and learning strategy for improving leadership, and confidence. In future studies, it will be necessary to develope and verify specific teaching and learning methods by applying nursing experts in consideration of the type of leadership.

Effects of Pre-learning Attitude on Academic Achievement in the Flipped Learning Methodology (A Case of Applied Thermodynamics) (플립러닝 교수법에서 사전학습태도가 학업성취도에 미치는 영향 (응용열역학 교과목 적용 사례))

  • Ryu, Kyunghyun
    • Journal of Engineering Education Research
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    • v.26 no.6
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    • pp.51-61
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    • 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.

A Study of Writing Process Class Using 'Flipped Learning System' (플립러닝 시스템을 활용한 글쓰기 수업 방안)

  • Eum, Yeong-Cheol
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2015.07a
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    • pp.224-225
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    • 2015
  • IT를 기반으로 한 플립러닝(Flipped Learning-온라인으로 선행학습을 한 뒤에 오프라인 수업을 통해 교사와 학생이 토론식으로 진행하는 수업방식) 학습법은 교수자가 아닌 학습자의 요구에 적극 부응할 수 있는 제도이다. 전공 수업뿐만 아니라 교양 수업에도 이에 대한 적극적인 도입이 필요하다. 본 논문에서는 대학 글쓰기 수업에 있어서 플립러닝 학습법을 적용한 사례를 통해 이를 입증하고자 하였다.

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A Study on Developing TGF(Tutoring Game in Flipped Learning) for Game Programming Course (게임프로그래밍 수업을 위한 플립드 러닝 환경에서 피어튜터링에 관한 연구)

  • Choi, YoungMee;Kim, SeongJoong
    • Journal of Korea Game Society
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    • v.15 no.1
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    • pp.125-134
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    • 2015
  • This paper designs a peer tutoring in Flipped Learning environments for effective game programming(TGF), suggests a result of survey and a lesson learned from game programming in terms of students' and professors' perspectives in hands-on program training using Snake game programming as an applied example. The TGF is more effective than the traditional classroom to achieve the learning goals of game programming course.

Design and Application of Term Project Model for Game Mathematics in Flipped Learning Environments (플립드러닝 환경에서 게임수학 텀프로젝트 모형 설계 및 적용)

  • Choi, Youngmee
    • Journal of Korea Multimedia Society
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    • v.20 no.7
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    • pp.1102-1112
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    • 2017
  • The purpose of this study is to design and application of term project model for Game Math in flipped learning environment. In the term project self study model, students interacts with multi-instruction materials and multi-tutors on flipped learning. We develop a case for game update term project and implement it to a real Game Math classroom. As a result, we show the positive learning experiences focused on effects of technology and human relation through survey.

The Effects of Flipped Learning(FL) Methods of Dental Hygiene Practice Satisfaction (플립드러닝(Flipped Learning) 학습법이 치위생 실습수업 만족도에 미치는 영향)

  • Kim, Jin-Kyoung
    • Journal of Korean Clinical Health Science
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    • v.8 no.1
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    • pp.1355-1361
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    • 2020
  • Purpose: This study was conducted to investigate the effect of flipped-learning method on dental hygiene practice satisfaction. Methods: The study was a patient-group crossover design involving 53 third-year students at D's Department of Dental Hygiene. The study tools used self-questionnair and the analysis program used SPSS Ver 25.0. Results: Class satisfaction increased to 3.85 in the first semester and 4.23 in the second semester (p <0.05). Satisfaction with the flip learning method was 4.26, and most answered yes. In addition, it showed a positive effect on class satisfaction (p <0.01). As a result, it can be seen that the flip-learning learning method has a positive effect on the learners' learning motivation, academic achievement, and class satisfaction. Conclusions: it is considered that the flip learning method for hands-on classes should be expanded for the purpose of fostering job competency and high quality clinical practice experts.

Leadership Development Instruction Program using Flipped Learning Methodology

  • Park, Jong-Jin
    • International Journal of Advanced Culture Technology
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    • v.7 no.3
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    • pp.65-69
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    • 2019
  • In this paper, we proposed leadership development instruction program for liberal arts class to develop university students' leadership skill using Flipped Learning methodology, and showed the results which were obtained from classes where we applied the program. Leadership ranks high in the skills of those employed by businesses. But it is not easy to develop and exercise leadership. There are many leadership classes for students in Universities, they focus on theoretic, not practical aspects. Flipped Learning could be an efficient instruction learning tool to develop leadership, and has gained much interest lately due to its process involving prior study(pre-class) followed by the students' classroom involvement(in-class). Most of the students taking a course recognize improvement of their leadership skill and have positive results by the proposed program.

A Study on the Instructional Design of Flipped Learning for 'Creative Problem Solving Methodology' Course ('창의적문제해결방법론' 교과목의 플립러닝 수업 설계에 관한 연구)

  • Han, Jiyoung
    • Journal of Engineering Education Research
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    • v.22 no.1
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    • pp.22-28
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    • 2019
  • The purpose of this study is to develop instructional design model of flipped learning suitable for engineering education field and to draw out effects and improvements by applying it to actual lessons for engineering college students. Literature review and case studies were conducted to achieve the purpose of the study. For a case study, flipped learning was applied to 'creative problem solving methodology' which is a liberal arts course of engineering college at D university in Gyeonggi-do. As a result of the literature review, the PARTNER model was applied and weekly instructional guide was presented by each stage. In addition, the results of analysis on the reflection journal showed that the students were more able to achieve the deepening learning stage through active participation in class than the existing class, and found that they had a more challenging plan after the class.