• 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.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.21-31
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• 2021

Flipped learning, which involves listening to lectures at home and performing dynamic group-based problem-solving activities in the classroom, is recently evaluated as a learner-centered teaching method, and interest and applications in engineering education are increasing. Therefore, this study aims to provide practical guidelines for successful application through empirical research analysis on the use of flipped learning in domestic engineering education. Through the selection criteria and keyword search, a systematic review of 36 articles was conducted. As a result of the analysis, flipped learning research in engineering education has increased sharply since 2016, focusing on academic journals and reporting its application cases and effects. Most of the research supported that flipped learning was effective not only for learners' learning activities(e.g., academic achievement, satisfaction, engagement, learning-flow, interaction), but also for individualized learning and securing sufficient practice time. It was often used in major classes with 15 to less than 50 students, especially in computer-related major courses. Most of them consisted of watching lecture videos, active learning activities, and lectures by instructors, and showed differences in management strategies for each class type. Based on the analysis results, suggestions for effective flipped learning management in future engineering education were presented.

• The Research Journal of the Costume Culture
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• v.32 no.3
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• pp.334-344
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• 2024

This study aimed to develop a new convergence course applying project-based learning (PBL) and collaborative teaching methods and identify its educational effects. The course development proceeded as follows: First, three instructors collaborated to define course goals, plan objectives, content, and methods, and create a syllabus for a PBL-based fashion studio course. Roles were divided to maximize expertise: one instructor focused on fashion design, another on three-dimensional cutting, and the third on flat cutting, and digital techniques. Second, the classes were conducted and feedback on student progress was shared, enhancing class quality and engagement. Third, teaching effectiveness was assessed through learner evaluation questionnaires, reflection journals, and performance assessments. Lastly, based on the results from these evaluations, positive aspects of the course were reviewed, and ways to modify it and enhance course quality for continuous improvement were explored. The results showed high satisfaction with the learning effects on major competencies, indicating that students not only effectively learned major skills but also improved their communication and teamwork. The students perceived the teaching methods positively allowing them to be more active in class. Instructors noted that the course produced higher-quality design and production outcomes compared to previous courses. Overall, the course applying PBL and collaborative teaching methods was found to improve educational quality and effectiveness, making it a valuable approach for learner-centered education.

• Journal of Internet Computing and Services
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• v.7 no.1
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• pp.101-110
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• 2006

Recently substantial learning model is strongly demanded through which ICT could be effectively used at PBL, teaching and learning method, based on constructivism putting an emphasis on learner centered education. This thesis is designed to introduce the way to make the most of ICT when teachers try to make teaching plan applying PBL to science class. PBL courseware is designed to make teacher and student use by applying traditional science class model to the model for problem solving of PBL. analysing class according to the degree of connecting ICT with contents of learning. This paper suggests 8 stages of PBL package development and 5 stages of teaching pattern to grasp whole procedure.

• Journal of Engineering Education Research
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• v.18 no.2
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• pp.77-88
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• 2015

Recently, there has been an increasing interest in 'Flipped Learning,' an IT-based learner-centered teaching-learning method corresponding to meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede; then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation of a post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference, interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learning model of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation as general procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposes a differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructional design and presents a case of a class applied to an actual subject of computer engineering.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.197-214
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• 2015

This study is to design Flipped Learning classrooms of learner-centered education on the pre-service math teachers education. The study aims to explore the feasibility of teaching and learning method. To achieve the objectives of the study was to explore the teaching and learning model. Flipped learing classroom design includes a main step of a typical process of teaching system. And we designed the model based on the ADDIE Model. This model contains the design steps and the Flipped learning component of the teaching and learning design model. Designed classroom presented in three steps that are before classroom, during classroom and after classroom.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.222-228
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• 2019

In recent years, in order to enhance the problem-solving skills required by the industrial field, universities have introduced the Problem-Based Learning(PBL) method to solve the problems caused by the lack of creativity, problem solving ability and self-directed learning. This study applied PBL class methods such as 'learning based on individual specific problems', 'self-directed learning', and 'small-group learning of small members' to practical design of fashion design. To do this, I conducted a questionnaire after conducting research based on the PBL module for one semester in a practical class of fashion design major at P University. As a result of the survey, the satisfaction and achievement of the class conducted by PBL learning method was improved than the existing teaching method. As such, if PBL class is used as a way of solving problems through close communication between professors and learners, it is expected to be established as a learner-centered education method that can improve creativity and professionalism.

• Journal of Medicine and Life Science
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• v.17 no.1
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• pp.1-6
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• 2020

Recently, an advanced form of blended learning, which incorporates a teaching method that focuses on flipped learning is actively used in colleges. Flipped learning is for learners to pre-learn content through videos uploaded by instructors before class, and then participate in learner-centered learning activities such as discussions and team activities in the classroom. The purpose of this paper is to review where flipped learning is being used in medical schools, and to draw implications for effective and efficient use in medical schools. For this, the definition of flipped learning, how it evolved, educational usefulness of this method of learning, and application cases in medical schools were reviewed. Through the reviews of cases of flipped learning and its positive effects, it is suggested that medical schools consider more use of flipped learning in the classroom instructions, with sensitivity to the individual medical departments' needs, environment and professors' preferences.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.379-404
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• 2017

The purpose of this study is to seek practical implementation of adult learner-targeted college. For this, it first of all pointed out expanding opportunities of adult learners to learn and limitation of current lifelong education system at higher education level as well as lifelong learning centered university project. Then it selected and examined 3 university cases abroad, such as Harvard university, the university of Chicago in US and Warwick university in UK in terms of their curriculum and operating method for adult learners. In addition to the literature and case studies, this study did interviews on 5 professors with major of lifelong education and 5 managerial experts of university to suggest practical operating approach of adult learner-targeted college, which is as following. University's philosophy should be geared to meet public responsibility, specialization and persistency of the system and proper measurement be followed such as various range of admission track, prior education courses, recognition of prior learning experience, major, teaching method, curriculum and extra adult learner tailored service including financial support. Based on the study result, practical implications were suggested.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.45-50
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• 2022

In this study, an e-portfolio system was constructed and utilized to communicate with students, while processing the overall procedure of teaching-learning activities as data for qualitative improvement in the non-face-to-face educational environment. The e-portfolio system was designed to support the entire process of reflection from the instructor's lesson planning, regular checking of the learner's understanding during the course operation process, online communication, and support for learner-centered educational activities. Analyzing the effectiveness of the communication-based learning effect between instructors and learners using the e-portfolio in liberal arts programming classes, which may be difficult for non-major students, a significant correlation was found in problem-solving skills, and midterm and final exams. Additionally, the result of analyzing the expanded applicability of e-portfolio satisfaction demonstrated a significant correlation with the students' computational thinking ability, test results, assignments, and academic performance. It was found to have a significant effect on the improvement of computational thinking ability. If non-face-to-face education is conducted using the proposed e-portfolio system type, it will be possible to improve the quality of online education, while communicating effectively with students.