• Journal of Korean Physical Therapy Science
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• v.31 no.2
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• pp.90-104
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• 2024

Background: Hybrid learning is an educational approach that combines the teaching methods of online and lecture-style classes to compensate for each method's strengths and weaknesses. Compared to lecture-style classes, flipped learning improves overall class satisfaction and self-directed learning but is associated with lower learning motivation. It is necessary to determine whether hybrid flipped learning can solve the learning motivation problem of flipped learning by incorporating flipped learning into hybrid learning. The purpose of this study is to compare the effects of hybrid flipped learning and flipped learning on students' learning ability. Design: Cross-sectional study Methods: For students in the Department of Physical Therapy, classes were conducted using both flipped learning and hybrid flipped learning. In both learning methods, students took online classes first and participated in them every week. Flipped learning classes was conducted offline at school every week, while hybrid flipped learning alternated between live classes on YouTube and offline classes at school every other week. Results: Hybrid flipped learning resulted in significantly lower learning satisfaction and course evaluation than flipped learning, with no significant difference in grades. Conclusion: Hybrid flipped learning was able to cope with the situation well with the non-face-to-face teaching method caused by COVID-19, but it was difficult to improve learning ability because there were restrictions on activities that could interact with students. Flipped learning is a smooth offline activity that enables two-way activities between professors and students to improve learning ability, but the effect of improving test scores is still unclear.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.121-129
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• 2022

This study explored effective teaching-learning activities under the hybrid teaching model combining flipped learning, direct instruction, cooperative learning and distance learning. Subjects were 99 college students enrolled in 2 teacher preparation courses. Students evaluated effectiveness of 22 teaching-learning activities according to Likert scale at the end of the semester. As a result, all 22 teaching learning activities were considered effective more or less. They facilitated motivation, comprehension, participation, thinking, and led to mastery of the task. ② Activities scored low were 'questioning and answering at the beginning of online class', 'open book test'. ③ Hybrid teaching model was favored over traditional instruction. Open ended responses were consistent with the ones in the questionnaire. This research supports the notion that key teaching models to be combined for successful flipped learning in college setting are direct instruction and cooperative learning. Furthermore, effective and ineffective teaching strategies for flipped learning were found.

• Journal of the Korean Society of Industry Convergence
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• v.25 no.4_2
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• pp.663-671
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• 2022

Practice through virtual reality can increase the educational effect regardless of time and place, and it is an educational method that is being pursued even in the situation of COVID-19. On the other hand, for VR-based education, related technology development and content development must be made, and experiential methods (flipped learning, blended learning, hybrid learning) must be provided in the educational process. The development scenario was developed with the contents of drone qualification test (ultra-light unmanned multicopter) and drone practice and the possibility of non-face-to-face self-directed learning (flipped learning, blended learning, hybrid learning). It is expected that the quality of vocational education related to drones and the effect of high education will be improved through the contents, and it is thought that it will be possible to suggest a direction for the development of various vocational education contents in non-face-to-face education.

• Fourth Industrial Review
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• v.3 no.2
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• pp.11-17
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• 2023

Purpose - Recently, in the field of language education, interest in edutech has increased due to difficulties in classroom teaching due to COVID-19. Accordingly, we would like to analyze research topics related to e-learning before and after COVID-19 and examine the implications for the future Korean language education field. Research design, data, and methodology - This study organized a list of papers to be analyzed by searching for e-learning terms applicable to Korean language education in RISS. The collected data was electronically documented, keywords were extracted using text mining techniques, and word frequencies were checked, and then viewed through cloud visualization. Result - It was confirmed that research on e-learning in the field of Korean language education has increased rapidly in 2021 and 2022. In particular, extensive research on online learning methods has been actively conducted due to the difficulties of face-to-face learning in the COVID-19 era. There have been many studies on teaching and learning methods, such as flipped learning, hybrid learning, blended learning, mobile learning, and smart learning. Conclusion - Since the research so far has mainly focused on online class management methods. Therefore, future research suggests that efforts should be made to develop educational contents and teaching methods using specific ICT technologies. These efforts will contribute to advancing smart education that future education aims for.