• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.449-470
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• 2015

The purpose of this study was to explore the feasibility of Flipped Learning teaching and learning methods in pre-math teachers' education through investigation of pre-math teachers' awareness about the method. To achieve the goal, we implemented Flipped Learning model that was composed of three steps in mathematics education class of 30 pre-math teachers and then we investigated their awareness about the model and process. Pre-math teachers' awareness were positive about the model and process of Flipped Learning, but some matters were suggested about learning environment. The results of this study showed the feasibility of Flipped Learning in pre-math teachers' education.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.1-17
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• 2018

Recently, various attempts have been made to change traditional lecture classes such as flipped learning and blended learning, and their effectiveness has been verified in various fields. On the other hand, the 2015 revised curriculum enables students to participate in self-directed learning by encouraging student participation. Teachers should also try to change the teaching method, and to improve the teaching methods by confirming the advantages and disadvantages of such new teaching methods in accordance with the demands of the times. The purpose of this study is to analyze the case of applying Blended learning class to teach mathematics education for elementary education 1 class which is one of the required subject in university of education.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.57-68
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• 2016

The purpose of this study is to examine factors affecting flipped learning outcomes. For this study, 44 middle school students participated in flipped learning activities during science classes. After 5 week of classes, they responded the following surveys: intrinsic motivation, self-regulation, interest in class, interest in science, and learning achievement. Multiple regression analyses with correlation applied to this study as data analysis methods. The results showed that intrinsic motivation significantly predicted interest in class and interest in science. In addition, self-regulation significantly predicted learning achievement. Therefore, these findings imply that intrinsic motivation and self-regulation should be considered for designing flipped learning activities in middle school science classes.

• Journal of Practical Engineering Education
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• v.10 no.2
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• pp.103-111
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• 2018

The purpose of this study is to suggest change probability of vocational education and training and support of teaching-learning methods. For this study, we applied a flipped learning strategy of two learning modules in Convergence Technology Campus of public vocational education and training institute and had an operation class. As a result, student satisfaction of flipped learning is 4.0 on average. 56.1% of education-trainees were higher an engagement of flipped learning class than teacher-centered class and 56.1% of education-trainees were used more learning energy. Based on results, we suggested the necessity of pre-learning system for application of education and training teaching methods on the 4th industry occupation and strategies to enhance teaching and learning competency.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.413-427
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• 2022

The purpose of this study was to improve and verify task value and academic self-efficacy of university students with metaverse gamification teaching method combining flipped learning and project-based learning. The subjects in this study were 16 university students majoring in counseling psychology who engaged in K university in cheong-ju. The subjects were assigned to the experimental group or the comparison group. The experimental group received the proposed metaverse gamification teaching method combining flipped learning and project-based learning while comparison group received teacher-centered learning. The dependent variables in this study were task value and academic self-efficacy. Each variable was assessed before class, after the end of the class. At the end of the class, the experimental group engaged statistically significantly higher levels of task value and academic self-efficacy than the comparison group. The findings of this study suggest that this metaverse gamification teaching method combining flipped learning and project-based learning is effective at improving task value and academic self-efficacy.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.519-524
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• 2023

The study summarizes the experience of operation in the application of flipped learning to various IT-related liberal arts subjects, and proposes a specific application method. So far, most of the studies have analyzed various strategies and learner responses to flipped learning. Currently, it is the time when teachers, who are the main operators of the flipped learning class, need to study how to provide immediate feedback and application while running the relevant courses. Studies related to this are gradually coming out. In general, most of the studies on sharing reference materials through the results after applying various strategies such as developing the structure of class operation by instructors themselves, combining them with discussion classes, or developing various contents. This study proposes a method to analyze how various strategies can be applied in the subject and obtain results simultaneously with class operation by analyzing unstructured data, which is a survey that can receive immediate feedback.

• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.

• Journal of Digital Contents Society
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• v.17 no.5
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• pp.317-327
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• 2016

Flipped learning is a new learning technique which can maximize the learning effect by mixing two or more different learning environments including online & offline, and recently introduced system: 'Google classroom' is the optimized internet platform for flipped learning. This study tried to apply flipped learning to regular course 2nd grade dental students(n=70) and evaluated the satisfaction of students. The subjects of periodontology and operative dentistry were chosen to evaluate flipped learning model for regular course 2nd grade dental students(n=70). Each class consisted of six classes, and three times of them were performed in conventional classes and the other three times were in flipped learning method by using Google classroom. Evaluation of satisfaction progressed at the end of class. In this study, application of flipped learning in the dental college classes showed high efficiency in terms of degree of understanding, self-directed learning and motivation. Collectively, it was shown that flipped learning using Google classroom can be a reliable platform in dental classes.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.3-15
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• 2019

This study analyzed the evaluations of instructors and experts on flipped learning-based engineering in order to suggest improvement strategies. This study was conducted with 8 engineering courses which participated in the flipped learning course development project of C university from 2017-2018. As a result of the analysis, the instructors and experts pointed out that the pre-learning was not performed and checked effectively. In this regard, the instructors suggested the students' burden of pre-learning, the lack of understanding about flipped learning, and the experts suggested the lack of instructional strategies to facilitate pre-learning. In addition, the instructors and the experts pointed out that the courses were still instructor-centered. The instructors evaluated that they operated the instructor-led course by themselves. In addition, the experts suggested that there was not enough instructional strategies to activate the learner-centered activities. The number of the students and the lecture room environment that were not appropriate for the learner- centered class were the evaluation opinions of both the instructors and the experts. In addition, the professor suggested the lack of understanding and preparation of the flipped learning of the instructors and the learner as the main opinion, and the experts pointed out that the online learning system and classroom was not linked for pre-learning, classroom learning, and the post-learning. Based on these results, suggestions for improvement of flip learning based engineering course were suggested.

• 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.