• Journal of Christian Education in Korea
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• v.66
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• pp.343-382
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• 2021

This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.81-89
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• 2019

In order to foster talented people needed for the 4th Industrial Revolution, learner-centered classes that meet the characteristics and needs of students are needed. In particular, the learner-centered student-active class is more meaningful for gifted students who have diverse needs and interests. In order to meet these demands, this study developed a learner-centered science gifted education teaching-learning model based on flipped learning, and analyzed various results revealed after applying the developed program to the gifted class. Based on the results, we proposed a plan for more efficient operation of future learner-centered science gifted education programs.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.488-498
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• 2021

This study applied Flipped Learning teaching and learning method to Basics Cooking Practice Subject using YouTube. The purpose of this study is to investigate whether the curriculum is properly progressing by grasping the effects of before and after learning and analyzing learners' subjectivity through the learning process. The investigation period was conducted from August 01, 2020 to September 10, 2020. According to the research design of Q Methodology, it was divided into five stages: Q sample selection, P sample selection, Q sorting, coding and recruiting, conclusion and discussion. As a result of the analysis, the first type (N=5): Prior Learning effect, the second type (N=7): Simulation practice effect, and the third type (N=3): self-efficacy effect. As a result, by applying the flipped learning teaching method of the Basics Cooking Practice Subject using YouTube, positive effects such as inducing interest in the class and increasing confidence were found in active learners, but some learners lacked understanding of the system of the class operation method. However, the lack of number of training sessions compared to other subjects is considered to be a solution to be solved later.

• Human Ecology Research
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• v.60 no.4
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• pp.565-576
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• 2022

The purpose of this study is to identify the effect of Home Economics Instruction applying Flipped and Problem-Based Learning (FPBL) on Korean middle-school students' metacognition skill. The study uses a pre-post design test of the same group. There were 151 participants (77 male and 74 female) who were middle-school students in the third grade. Two hours of classes on 'Food Selection and Storage' were given per week for three weeks - a total of six hours. Analysis using the t-test revealed a statistically significant difference between the pre-test and the post-test, supporting the conclusion that participating in the class improved the metacognition, food selection, and storage behavior scores of the middle-school students. All area scores and overall averages of metacognitive sub-elements such as planning, monitoring, regulation, and evaluation also improved after taking FPBL classes. From the results of this study, Home Economics Instruction applying FPBL is an effective teaching method for improving middle-school students' metacognition.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.51-58
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• 2020

This study redesigned the Korean speaking classes to foreign undergraduate students as flipped learning classes and verified their effect on speaking-related emotional variables. In addition, international students' perceptions of what experiences are needed to improve speaking efficacy in Korean were examined. For this purpose, the 'Creative speaking' subject for freshmen was redesigned to flipped learning class and operated for one semester. To analyze the effect of speech-related emotions, a paired t-test was conducted on 26 foreign students' pre-post scores of speech efficacy and anxiety. Also awareness of experiences needed to improve speech efficacy was surveyed and content analysis was conducted. As the result, the speaking efficacy of students after flipped-learning has been significantly improved. This means that flipped learning classes for the Korean speaking are effective for the positive emotions of foreign students speaking Korean. In addition, international students perceived that Korean speaking efficacy can be improved by practicing speaking in Korean, learning with Korean colleagues. Based on these results, several discussions and suggestions were presented.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.277-284
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• 2021

This study was conducted to confirm the effect on self-efficacy and critical thinking disposition by applying flip learning class to fundamental nursing practice education for nursing students. The study subjects were 42 people in the experimental group and 40 people in the control group who were allowed to participate in the study. Data analysis was statistically processed using SPSS/WIN 24.0 program. As a result of this study, the self-efficacy score of the experimental group who received the flipped learning class increased significantly immediately after class (t=3.49, p=.001) compared to before class, and 10 weeks after class (t=-0.75, p=.456), the effect persisted. The critical thinking disposition score of the experimental group increased significantly immediately after class (t=3.49, p=.001) compared to before class, and the effect persisted 10 weeks after class (t=0.11, p=.913). However, there was no significant difference in the academic self-efficacy and critical thinking disposition scores of the control group who received lecture classes. In other words, it was confirmed from the results of this study that fundamental nursing practice classes applied with flip learning are effective in improving self-efficacy and critical thinking disposition of nursing students. Based on this study, it is suggested that the application of flip learning method should be expanded in the major subject of nursing science.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.185-191
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• 2021

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.11
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• pp.1615-1622
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• 2022

In order to overcome the limitations of the instructor-centered lecture-style teaching method, recently, flipped learning, a learner-centered teaching method, has been widely introduced. However, despite the many advantages of flipped learning, there is a problem that students cannot solve questions that arise during prior learning in real time. Therefore, in order to solve this problem, we developed DBbot, an assistant chatbot for database design course managed in the flipped learning method. The DBBot is composed of a chatbot app for learners and a chatbot management app for instructors. Also, it's implemented so that questions that instructors can anticipate in advance, such as questions related to class operation and every semester repeated questions related to learning content, can be answered using Google's DialogFlow. It's implemented so that questions that the instructor cannot predict in advance, such as questions related to team projects, can be answered using the question/answer DB and the BM25 algorithm, which is a similarity comparison algorithm.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.49-56
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• 2020

This study aims to examine the effects of CF about learners' English writing through FL on English improvement and the factors that influence class satisfaction. For achieving this purpose, response to CF and feelings about CF were selected as predictive variables. It is intended to investigate how these variables predict learners' satisfaction. A total of 94 university students were placed into two groups: 48 experimental group, who received CF on their writing through FL, and 46 control group given traditional instruction. All the participants took pre/post tests including writing tasks, and the experimental group completed a questionnaire after the instructional treatment. The findings indicated that FL affected English improvement and both response to CF and feelings about CF predicted class satisfaction. Based on the findings, this study sheds light on the implications of how to manage the FL class efficiently.