• Journal of Digital Convergence
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• v.18 no.6
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• pp.45-52
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• 2020

This study ranked the degree to which flipped learning contributes to each learning area and, in contrast, to quantitatively examine how effectively these learning methods are used in flipped learning, had four-year university computer majors receive flipped learning. Existing flipped learning experiments have proven effectiveness, while there are also negative effects on effectiveness, which has led to a lot of debate. Effective experiments and classes therefore require more research and an accurate understanding of flipped learning. Analysis of the 123 samples recruited shows that flipped learning contributes to learning is in order of self-directing, collaboration, watching videos, and learning by teachers. Regression analysis of the degree to which learning method affects flipped learning effectiveness resulted in order of self-directed learning, lecture videos, and collaborative learning. This shows that flipped learning not only has the greatest influence on self-directed learning, but also self-directed learning has the greatest influence on flipped learning. It can also see that a collaborative learning and the role of video to prior learning tool is important. Through this study, we hope to understand flipped learning correctly and set learning methods and achievement goals. It is necessary to analyze the interaction between flipped learning and subdivided classroom activities.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.449-470
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• 2015

The purpose of this study was to explore the feasibility of Flipped Learning teaching and learning methods in pre-math teachers' education through investigation of pre-math teachers' awareness about the method. To achieve the goal, we implemented Flipped Learning model that was composed of three steps in mathematics education class of 30 pre-math teachers and then we investigated their awareness about the model and process. Pre-math teachers' awareness were positive about the model and process of Flipped Learning, but some matters were suggested about learning environment. The results of this study showed the feasibility of Flipped Learning in pre-math teachers' education.

• Journal of Engineering Education Research
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• v.20 no.1
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

• Korean Medical Education Review
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• v.16 no.3
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• pp.132-140
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• 2014

Higher education is under unprecedented pressure for quality improvement and cost containment/reduction due to global competition and ever-increasing tuition costs. These twin challenges require an unconventional approach, and massive open online courses (MOOCs) and flipped learning have recently emerged as two promising educational alternatives not only to address the current problems but also to direct the future of education. This paper discusses the rapidly changing environment for education, MOOCs, and flipped learning as learning alternatives, the relationship between MOOCs and flipped learning, and course redesign for the implementation of flipped learning. The case of Ulsan National Institute of Science and Technology (UNIST) is also discussed for benchmarking purposes since it has been pioneering an innovative educational methodology for teaching and learning IT-enabled active learning methods from its inception in 2009. It has redesigned almost 70 courses (20% of all the courses to offer) for flipped learning. The objectives of UNIST's educational experiment are three-fold: improving the quality of education for students, improving teaching productivity for the faculty, and containing/reducing education costs for the university.

• International Journal of Contents
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• v.13 no.4
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• pp.1-11
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• 2017

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.

• Journal of Engineering Education Research
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• v.22 no.1
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• pp.39-47
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• 2019

This study aims to suggest a model and instructional strategies for a flipped classroom using First Principles of Instruction in engineering education in order to organize teaching and learning activities in a flipped classroom. For this purpose, the authors analyzed the literature on the flipped classroom in engineering education and on applying First Principles of Instruction in designing flipped classroom. Then, a framework of flipped classroom employing First Principles of Instruction and instructional strategies were suggested. Two experts examined the validity of the model and of the instructional strategies, and the final version was completed reflecting on those feedback. Since engineering education aims to teach procedural knowledge as well as conceptual knowledge, different instructional strategies upon two types of knowledge were presented. The implication of our work is to illustrate the model and tactics for flipped classroom based on the Merrill's deeply rooted pedagogical approach. This study may contribute to practice in engineering education.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.2
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• pp.147-155
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• 2022

Purpose: The goal of this study was to see how flipped learning affected nursing students in South Korea who were enrolled in a quit smoking intervention education program. The flipped learning-based quit smoking intervention education program was developed to help nursing students implement the intervention. Methods: This quasi-experimental study was conducted using a pretest-posttest design. A total of 52 nursing students, divided into experimental and control groups of 26 each, participated between November and December 2021. The experimental group was instructed in the flipped learning-based quit smoking intervention education program over six sessions. In accordance with flipped learning, each session was composed of pre-class, in-class, and post-class sections. Results: Compared to the control group, the experimental group showed improved beliefs about the health benefits of quitting smoking, as well as positive attitudes and self-efficacy from the quit smoking intervention. The experimental group experienced the greatest increase in student-centered activities and student participation through flipped learning. Conclusion: These results indicate that the flipped learning method was effective in quit smoking intervention education for nursing students. Therefore, it is worthwhile to consider that a quit smoking intervention education program based on flipped learning be included in the regular nursing curriculum.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.209-218
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• 2017

Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.

• The Research Journal of the Costume Culture
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• v.30 no.4
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• pp.594-607
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• 2022

This study is a follow-up paper on "Development of flipped learning class model for nail beauty education" published by Seol (2022). This model was conducted from March to June 2022 for 70 students taking the "Nail color design 1" course. After 15 weeks of class, a survey of the students' perceptions of flipped learning and their self-evaluation of goal achievement was conducted, which was composed of questionnaires using a 5-step Likert scale. 15 questions were designed to evaluate the students' satisfaction with their experience and class operations; 4 questions to evaluate whether the class goal had been reached through flipped learning; and 9 questions to evaluate the students' perceptions of flipped learning. As a result of applying this model to theoretical and practical nail beauty classes, it was confirmed that flipped learning helped students better understand the content and had a positive effect on learning, while the subject's educational goals were also achieved. By evaluating the students' perceptions of flipped learning, we may conclude that they experienced learning satisfaction and perceived the approach positively. Moreover, they have expressed a desire for additional flipped learning. This study is thus meaningful in confirming the procedure's effectiveness by applying the flipped classroom model to theoretical and practical subjects with a focus on the nail beauty field, and showing how it achieved students' positive perceptions and educational goals.

• Journal of Korea Multimedia Society
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• v.19 no.2
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• pp.460-468
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• 2016

The teaching method of colleges and universities is traditionally lectures then professors has described orally in class and students has listened to accompanying with papers, mid-terms, and final exams. Jon Bergmann and Aaron Sams have developed new way of teaching called flipped learning; Classwork at home and homework in class. By adapting the method, this paper researched how efficient it is and what factors tutors should consider for better results. Specifically this research examined the flipped learning applying to basic 3D graphics class of J University in Korea and students answered surveys and took a couple of tests. Since the most students of the class did not have any background of 3D graphics, it was the first time for them to work with 3 dimensional space coordinate system. As a result, the research showed positive side of flipped learning like increasing peers' interest to the class and positive attitude about video lectures watched before coming to class.