• Title/Summary/Keyword: flipped class

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Design and Application of an Instructional Model for Flipped learning of Programming Class (프로그래밍 수업의 플립드러닝 학습모형 설계 및 적용)

  • Choi, Sook Young
    • The Journal of Korean Association of Computer Education
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    • v.20 no.4
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    • pp.27-36
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    • 2017
  • The purpose of this study is to design and implement an instructional model for flipped learning of programming class. Because a programming process requires a high level of abstract thinking with a good understanding of a programming language, many students have difficulty in programming. For this characteristic of programming, it is not easy to effectively achieve learning goals of programming lesson by lecturing grammatical elements of a programming language and the following examples in a limited class time. In order to overcome these problems and to make effective programming lessons, we designed an instructional model based on flipped learning. Especially, in this study, we analyzed learners' difficulties in programming learning and errors that occurred in actual programming process for designing the instructional model. As a result of applying this model to the class, it was found that the students were generally satisfied with the lesson by having positive communication with other students in the classroom and actively participating in the learning.

The Learning Strategy Use in a Convergence Flipped Class (플립러닝 융합 수업에서 학습전략 사용 양상)

  • Huh, Keun;Lee, Jeongyi
    • Journal of the Korea Convergence Society
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    • v.9 no.3
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    • pp.173-179
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    • 2018
  • The purpose of this study was to explore college students' use of learning strategies in a flipped learning class, and to examine the students' use of learning strategies in relation to their achievement levels. The participants were 33 college students who took an introduction to English education course. The study used three data collection procedures: (1) students' performance score; (2) a pre-and post-survey of student learning strategies; (3) a survey of student perception towards the flipped learning experience. Data were analyzed by using paired samples t-test and ANOVA. Results showed that the students used different learning strategies in the beginning and the end of the course, depending on their achievement levels. In particular, significant differences were found among three groups in terms of time management, concentration, selecting main idea, self-testing, and test strategies. The result indicates that learning strategies can be effectively trained and developed in the flipped learning environment with the consideration of students' levels.

The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course

  • Kim, Minsun;Roh, Sangho;Ihm, Jungjoon
    • Korean journal of medical education
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    • v.30 no.4
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    • pp.339-346
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    • 2018
  • Purpose: The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course. Methods: 'Biodiversity and Global Environment,' a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb's Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement. Results: More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students. Conclusion: To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

Design of Computer Science and Engineering Courses based on Flipped Learning through Integrating Lectures and Team Activities (강의와 팀 활동을 조합한 컴퓨터학 과목의 플립러닝 기반 설계)

  • Sihyung Lee
    • Journal of Internet Computing and Services
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    • v.24 no.4
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    • pp.117-125
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    • 2023
  • Flipped learning is an instructional approach that reverses the traditional order of in-class and after-class activities. It entails students studying course materials before attending class, and then utilizing class time for completing homework tasks. Due to collaborative support available from teachers and peers, flipped learning has gained extensive adoption in computer science and engineering courses, enabling students to effectively engage in homework assignments. Nevertheless, students are responsible for studying class materials independently, which can limit their understanding of advanced topics. We propose an approach that combines both flipped learning and the traditional method, allowing them to mutually enhance each other. In the proposed approach, students acquire foundational concepts prior to attending class, and subsequently delve into advanced topics during classroom sessions through lectures and guidance provided by the teacher. Afterward, students collaborate with their peers to solve problems that involve the application of the concepts they have learned, and exchange a variety of solutions and perspectives. We implemented the proposed approach in four computer science and engineering classes, spanning one to four semesters and observed an enhancement in students' comprehension and satisfaction levels. We anticipate implementation of the proposed approach across various computer science and engineering courses, while enhancing their overall quality.

Exploring Teaching and Learning Supporting Strategies based on Effect Recognition and Continuous Intention in College Flipped Learning (대학 플립드 러닝의 효과인식과 계속의향에 기초한 교수학습 지원전략 탐색)

  • Kang, Kyunghee
    • Journal of the Korea Convergence Society
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    • v.9 no.1
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    • pp.21-29
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    • 2018
  • The purpose of this study is to explore supporting strategies for teaching and learning based on students' effect recognition and continuous intention in college flipped learning. It was analyzed 426 data by multivariate analysis of variance (MANOVA) by examining student's effect recognition and continuous intention on 15 flipped learning classes of K-university in Chungnam. The characteristics of learners were male, senior students, students who knew flipped learning, students who did not have previous experience, and students who were learning video at anytime. As a teaching strategy, it was found that effect recognition and continuous intention were high in the supplementary deepening flipped learning class and natural science or engineering area. As a teaching and learning supporting strategies, First, the university should develop and operate flipped class learning strategy program for females and low-grade students. Second, it should support the development of good flipped learning design and operation model of instructor. Third, it should support the development of high quality online learning contents that students can learn from time to time. Fourth, it should support the strengthening of teaching competency to develop and operate flipped learning classes. This study can be used as basic data to support and spread the effective flipped learning classes of the university in the future.

University Students' Perception on the Flipped-learning-based Introductory Physics Course in which Class Hour are Divided into Lectures and Group Problem Solving (강의와 그룹문제풀이가 균형을 이루는 플립러닝 기반 일반물리학 강좌에 대한 대학생의 인식)

  • Lee, Hai-Woong;Yi, Sangyong;Cheong, Yong Wook
    • Journal of Science Education
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    • v.42 no.2
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    • pp.242-255
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    • 2018
  • Recently, flipped learning has been paid much attention as one of the improvement methods of teaching and learning at university level. Few studies investigated the effects of flipped learning in general physics classes. However, in order to be successfully established and spread new attempts such as flipped learning, it is necessary to investigate in detail the effect of flipped learning and the way it is perceived by students in accordance with other variables such as student's background and characteristic. In this study, we investigated differences in students' perception on the flipped learning and their achievement according to their background and characteristic in flipped-learning-based introductory physics course in which class hours are divided into lecture and group problem solving equally. Students' achievement was more influenced by their readiness before the beginning of the semester than their time consuming for learning during the semester. Students generally had a very positive perception of the new way of flipped-learning-based physics teaching. However, students of insufficient prior learning, or relatively not-hard learner agreed with careful selection of subjects rather than the overall expansion of flipped learning.

Application of professor·learning model customized for flipped learning for enhancing basic ability of work - Focused on freshman students in radiology department of specialized colleges (직업기초능력함양을 위한 맞춤식 플립드 러닝 교수·학습모형 적용-전문대학 방사선과 1학년 재학생을 중심으로)

  • Park, Jeongkyu
    • Journal of the Korean Society of Radiology
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    • v.12 no.2
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    • pp.225-231
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    • 2018
  • Recently, new teaching methods for communicating with teachers and students have been emerged according to the trends of decreasing the school-age population and the development of the mass media. We have applied teaching-learning model based on the flip learning to the college students in this work. As a result of the test for the customized flipped learning teaching-learning model in pre-class, the attendance rate of the major subject was 92.3% whereas that in liberal arts courses other than majors revealed 87.6%. This result for attendance rate shows that first year students in the radiology department have been actively participated in pre-class of the major subject than that of the liberal arts curriculum. From comparing the differences between the study group that was applied flipped learning in class and the non-applied group, the research group showed higher scores in knowledge, skills, and attitudes than the comparative group. In addition, more than 90% of the learners improved their responsibility, problem solving ability, creative thinking, cooperative ability, and communication ability through this learning program. From the test for the difference in the role of radiologists in the post class, the mean score was 4.40 for the group applied the teaching-learning model while that for non-applied group was 2.10. Hence, from such results, we see that this teaching-learning model is appropriate and needs to be extended to cultivate basic skills in radiology and relevant vocational education.

Development of Flipped Learning Class Design Model in Basic Medicine using Edutech : RECIPE Model (에듀테크를 활용한 기초의학 분야 플립드 러닝 수업 설계 모형 개발 : RECIPE 모델)

  • Lee, Mun-Young;Lee, Hyo-Rim
    • Journal of Korea Entertainment Industry Association
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    • v.15 no.8
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    • pp.255-267
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    • 2021
  • The purpose of this study is to present basic data for systematic and effective basic medical education by developing a flipped learning class design model using smart tools and verifying its validity. To this end, in this study, a model proposal was developed based on literature review, and its validity was verified through expert review and field application. In this study, as a flipped learning class design model using smart tools, RECIPE(R: Ready, E: Establish a Plan, C: Create and Connect Media, I: Into the Classroom, P: Process-focused Assessment, E: Evaluation) model was developed. This model is a model that enhances the learning effect by applying an appropriate smart tool at each stage of designing flipped learning. As a result of applying this model to the development of'Anatomy'and'Neuroscience'lectures in the first semester of 2019, students' interest and satisfaction are high, and it is proposed as a specialized model in the field of basic medicine. Therefore, the RECIPE model developed in this study can be applied to various basic medicine-related classes, and it is expected that students will be able to understand basic medicine through the design of the flipped learning class based on this.

A Study on the Effectiveness and Possibility of General Chemistry Experiment Lecture with Flipped Classroom (거꾸로 교실을 적용한 일반화학실험 강좌의 효과 및 가능성 탐색 연구)

  • Yoon, Jihyun;Son, E Nok;Kang, Seong-Joo
    • Journal of the Korean Chemical Society
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    • v.62 no.2
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    • pp.124-136
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    • 2018
  • In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.

The Development of CHANGE Flipped Learning Instructional Model in Higher Education - base on the 'educational method and technology' (대학교육에서의 CHANGE 플립러닝(Flipped Learning) 수업모형 개발 -교육방법및교육공학교과를 중심으로-)

  • JUNG, Ju-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.6
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    • pp.1834-1847
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    • 2016
  • Main objectives of the this study are: to develop a model of "Flipped Leaning" that is designed to enhance self-directed learning, learning motivation and self-control, and to verify its effectiveness-in higher education. The verification process initially concentrated on the feasibility study of the model with a thorough literature review and case analyses; then, its general and practical applicability were tested with a field study. As a result, first, the CHANGE Class Model, specifically designed for effective and efficient "Flipped Learning", was developed. It is thus named for the stages that the learning process takes place in the model-i.e., (1) Check ${\rightarrow}$ (2) Ask ${\rightarrow}$ (3) Notice ${\rightarrow}$ (4) Group presentation ${\rightarrow}$ (5) Evaluation, and it emphasizes the dynamic, questions centered (i.e. back and forth between the students and the instructor as well as between the students) learning process. Second, the Model was instrumental in enhancing self-directed learning, learning motivation and self-control; thus, as a result, it significantly improved the effectiveness, the level of concentration and the attractiveness of the learning process. The value of this study lies in pointing to a clear plan to allow a student in higher learning to set-up a self-directed learning plan, to be able to control it while being continuously motivated to complete it.