• Journal of Practical Engineering Education
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• v.6 no.2
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• pp.77-84
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• 2014

As the interests in the flipped learning has recently been increased in the educational field, the number of engineering professors has tended to apply the flipped learning method to their classes. However there has been few research which guide to design engineering courses applying the flipped learning method. This study aims to suggest an instructional design model for the flipped learning according to the case of applying the flipped learning method to an engineering course, "Mechanical Vibrations". This study provides practical guidelines for engineering professors to design their theory oriented courses applying the flipped learning method.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.2
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• pp.107-116
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• 2021

Purpose: The purpose of this study was to identify the effects of case-based learning based on flipped learning in a pathophysiology course for nursing students. Methods: Participants were sophomore nursing students enrolled in a pathophysiology course. The experimental group (n=42) received the case-based learning in class after similar case-based learning in a pre-class based on flipped learning, while the control group (n=39) received the usual flipped learning. Data were analyzed by χ²-test, independent t-test, and ANCOVA using SPSS WIN 21.0. Results: There were significant differences in self-directed learning ability (F=10.93, p=.001), self-efficacy (F=5.45, p=.022), problem-solving ability (F=6.11, p=.016), and critical thinking disposition (F=6.76, p=.011) between the experimental group and the control group. Conclusion: The application of case-based learning based on flipped learning in a pathophysiology course for nursing students was effective in improving problem-solving and self-directed learning abilities, self-efficacy, and the critical thinking disposition of sophomore nursing students.

• Journal of the Korea Society of Computer and Information
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• v.23 no.5
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• Knowledge Management Research
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• v.17 no.3
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• pp.207-225
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• 2016

Recently, flipped learning is being highlighted especially at the college of engineering because of its self-directed learning which direction matches that of the engineering education system. Although many engineering professors have tended to apply the flipped learning to their classes, they experienced a number of significant problems and challenges in practical implementing. By using TRIZ method as a tool for creative problem solving, that have been developed and applied in many fields ranging from engineering as well as management, this study aims to solve the education dilemma between learning efficiency and learning effectiveness, create a new concept of the flipped learning based on the solutions, and then explore its educational feasibility for successfully adopting it to engineering courses. This study suggests an instructional design for implementing the flipped learning according to the characteristics of engineering classes and then designs a new model of the flipped learning according to that procedure. Also, based on the empirical results in applying a new flipped learning model to the applied mathematics, this paper proposes several guidelines for the successful application of flipped learning in the future.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.1-9
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• 2016

Many studies have been conducted for a relatively short period of time since the introduction of flipped learning in the country. However, most research focuses on the ways of flipped learning and its efficiency, hence, the perception of the teacher about flipped learning has not been studied yet. In this study, to investigate the teacher's perception of flipped learning, 1,038 teachers conducted the survey which consists of three areas such as their understandings of flipped learning, their using patterns and their expectations of flipped learning in the future. The results showed that teacher's understanding and using state of flipped learning was not that high. Also, they were very cautious of using flipped learning for their class. Based on the results, the activation plans of flipped Learning were also proposed.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.44-51
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• 2019

This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.47-66
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• 2019

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.487-495
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• 2017

The flipped learning is an inverted teaching model where students learn the basic concepts using short videos at home and then come to class to enable effective practice and interactions among teachers and students. However, due to the students' lack of self-regulated competence, most students have difficulties of comprehending the instructional materials out of class by themselves. In this paper, we develop an interactive app for active flipped learning in the mathematics courses in the elementary schools. We examine the effectiveness of the active flipped learning on learners groups with different achievement levels in learning 4th grade mathematics concepts in the elementary schools. The pretest and posttest survey results show that the proposed flipped learning approach has better performance compared to the traditional flipped learning approach.

• Journal of the HCI Society of Korea
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• v.13 no.4
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• pp.25-34
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• 2018

This study is a literature study that analyzes empirical case study of Flipped learning application which has emerged as a method of future university education in Korea. The purpose of the study is to explore the use of digital media by learners in the Flipped learning applied courses in domestic universities considering current digital-based media environment. For this purpose, we analyzed the measurement variables and statistical significance of the preceding studies and analyzed the media utilization. The most important measurement variables were 'learning achievement' and 'class satisfaction', which were measures of effectiveness on the Flipped learning classes. All studies analyzed used media, but most studies focused on verifying the effectiveness of classroom classes, resulting in separate media utilization measurements in one study and statistically meaningful results for the 'video learning recognition' variable. The qualitative measurement related to the use of media for each study was presented as a separate analysis result. In the future, in order for effective follow-up studies on application of Flipped learning and digital media utilization, there are five main issues that need to be studied, which are securing the necessary treatment period for accurate effect measurement, etc.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.753-761
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• 2023

This study investigates strategies to increase learning efficiency for programming subjects to which flipped learning teaching method is applied targeting non-major students. Design a learner-centered flipped learning-based programming class and get strategies for effective application methods for field application. Also, the purpose is to explore the efficient application of the flipped learning teaching method to the computational thinking subject of liberal arts classes at this university. By applying the flipped learning teaching method, one of the innovative teaching methods, we consider ways to improve the quality of programming subject classes, the efficiency of practical education, and the improvement of learner achievement. The purpose of this study is to design an efficient learning model for software education targeting non-majors by applying various teaching methods and learning design models convergence away from the traditional teaching method.