• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.159-166
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• 2016

This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.

• Journal of The Korean Society of Integrative Medicine
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• v.6 no.4
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• pp.63-73
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• 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 Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1478-1491
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• 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 the Korea Society of Computer and Information
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• v.23 no.6
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• 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 Korean Home Economics Education Association
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• v.31 no.1
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• pp.77-88
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• 2019

This study was to execute the flipped learning as a learner-centered teaching and learning method in the course on family living culture for home economics education students in a college of education, and to investigate its effect. Flipped learning was designed in three stages(Pre class/In class/After class), and a questionnaire survey was distributed to 40 students to measure the class satisfaction. In addition, class worksheets and reflection journals that students wrote after every class were analyzed. Students positively evaluated flipped learning because they could take non-competition class with questions and discussion, etc. escaping from a one-way lecture. This study found that the level of class satisfaction was high due to high learning effect as the dual learning was available in case of prerequisite learning or individual learning. In particular, the class using Visual Thinking was considered interesting and useful in understanding and summarizing the learning contents. This study has shown that the willingness to take other flipped learning class in their major was high. To conclude, this study has found positive learning effects in the learner-centered teaching and learning method or flipped learning for the course concerning family living culture. This researcher expects that flipped learning may be utilized in the secondary education in the future as an effective learner-centered teaching and learning method for the purpose of fostering talents for the future in the era of the fourth industrial revolution.

• 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.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.15-25
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• 2017

The purpose of this study is to verify the effectiveness of the flipped class by comparing Python programming classes divided into flipped class and general class. The participants who participated in each class had 36 students, so that they could participate in the class without knowing the difference of the class method. The students's academic achievement was applied the two groups with similar test items, and then the overall achievement were compared. The analysis showed that the achievements in flipped class in the basic grammar and intermediate grammar were higher than those in the general class. As a result of gender achievement analysis, there was no effect on the type of instruction. However, male student were generally higher in academic achievement. In conclusion, flipped class in the programming is a good way to improve students' understanding.

• International Journal of Internet, Broadcasting and Communication
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• v.10 no.2
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• pp.60-67
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• 2018

The purpose of this study was to examine the effects of internet-use Anatomy class, as one of the Flipped learning method, on critical thinking disposition. The class for this study was conducted from March 1 to April 10, 2018. The study involved a total of 180 people in the first year of a University located in C province. Data collection was carried out before and after the Flipped learning method application. Frequency analysis, Paired t-test, Pearson correlation, and Regression analysis were used for the analysis. According to the analysis, 28.3% of men and 71.1% of women and before applying the program analysis of correlation between Flipped learning perception and critical thinking disposition showed a significant correlation between confidence(sub-component of critical thinking) only (p<.005). Comparing the scores of critical thinking before and after the program, it was found that Truth seeking (p<.001), Open-mindness (p<.005), Confidence (p<.001), Systematicity (p<.005), Analyticity (p<.001), and Inquisitiveness (p<.001) scores had increased significantly except Maturity (p>.005). And the regression analysis of Flipped learning method applying influence on critical thinking disposition were significantly affected (p<.001). Based on the results of this study, it was possible to determine that Flipped learning method had a positive effect on critical thinking disposition.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.189-195
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• 2020

In the study, the effect of flipped classroom approach applied to chemistry I class in a foreign language high school was explored. Flipped classroom was applied to 176 grade 10 students (43 boys and 133 girls) from a foreign language high school located in a metropolitan city for one semester and its instructional effects were studied in terms of cognitive and affective aspects. Before the class, students were provided with guiding worksheets and asked to summarize contents. Within the class, various student-centered activities were adopted. After the flipped classroom for one semester, mid-term and final-term exam scores were analyzed, and students' attitude toward chemistry class and flipped classroom were surveyed. Analysis on the exam scores showed the possibility for positive impact on students' achievement and perceptions on chemistry class including flipped classroom approach. Moreover, some students mentioned flipped classroom was helpful for self-directed learning and meta-cognition. Based on these results, educational implications were discussed.