• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.175-186
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• 2015

In this study, we developed the PATROL teaching and learning model by using digital textbooks in Smart Classrooms to correct the disadvantages of Flipped Classrooms. PATROL is an acronym for Planning, Action, Tracking, Recommending, Ordering, and Leading. In the Planning phase, teachers should make a lesson plan. Next, students take Action by watching online contents and completing assignments in their digital textbook. After that, Tracking is needed to analyze the students' activities and the results. Then, Recommending is used to provide suggested instructional activities to teachers based on that analysis. Next, Ordering requires that students request new materials for class activities. Finally, Leading allows teachers to provide materials at the appropriate level to their students based on the students' learning activities. Applying the PATROL model at two elementary schools resulted in an increase in student-directed speech as well as an increase in the number of group and individual activities. Teachers also had more time to walk around the classroom.

• Educational Technology International
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• v.19 no.2
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• pp.175-197
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• 2018

Flipped classroom (FC) has gained attention as an active learning approach. Designing effective out-of-class activities to help prepare students for in-class activities is fundamental for successful implementation of FC. This study investigated the effectiveness of Goal-Based Scenarios (GBS) for out-of-class learning in FC. Four out of twelve units in a medical humanities course for Year 2 medical students was redesigned into a FC format, where e-learning modules were designed using a GBS approach for out-of-class activities and classroom debates were implemented for in-class activities. The other eight units were delivered in a conventional classroom debate format, which included reading text materials as pre-class assignments. A formative evaluation study was conducted using questionnaires and interview methods and students' academic achievements were evaluated by comparing their pre- and post-test scores between FC and conventional units. Students had positive perceptions of the e-learning modules in GBS approach and preferred the structure of learning in the FC format. Students' pre-test scores were slightly higher in the FC units, yet their post-test scores were comparable with conventional units. This study illustrates students' perceptions that the learning was bettered structured in FC and that the out-of-class learning using the GBS approach helped them better prepared for in-class activities.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.83-92
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• 2013

An emerging learning method, flipped learning, has gained much interest lately due to its process involving prior study followed by the students' classroom involvement, which direction matches that of the current educational policy that emphasizes self-directed learning. This study investigated the concept of flipped learning and explored ways to develop instructional design models that utilize it. Flipped learning is not a model that has been recently developed, as it uses the format of blended learning with the introduction of a new concept of prior learning that allows students to learn in advance through online lessons and video clips related with the classroom content to be covered. During class time, individualized supplementary or in-depth study is conducted on the basis of the students' prior learning. The main considerations for designing flipped learning are a flexible classroom environment, a shift in learning culture, intentional classroom content, and educators equipped with professional capability. The research proposes the development of instructional design models for flipped learning pursuant to such concept and considerations. Through this research, the concept of flipped learning can be comprehended; furthermore, flipped learning can be utilized more effectively in the teaching and learning environment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.221-230
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• 2017

This study explores the impact of a flipped classroom, in terms of self-efficacy, for elementary pre-service teachers in US teacher education programs. This research project explores how ESL microteaching activity in the flipped classroom shapes teacher-candidates' self-efficacy regarding teaching culturally and linguistically diverse (CLD) students. By analyzing ESL microteaching videos, pre-service teachers' reflection papers, and individual interviews with the course instructors, the study results show how pre-service teachers enhance their self-efficacy in teaching CLD English language learners in mainstream content subject classrooms. Moreover, the researchers provide suggestions on how teacher educators can utilize the flipped classroom to create an authentic and meaningful learning experience, such as using ESL microteaching for pre-service teachers to shape their self-efficacy in order to be well-prepared for CLD English language learners. The implication is that Korean pre-service teachers should be prepared to teach CLD students in their mainstream classrooms.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.63-69
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• 2021

Flipped learning is necessary for modern education but quite difficult to implement. In pedagogical science, the question remains to what extent the practical work of the teacher in combination with the technologies of flipped learning will improve the quality of higher education. The aim of this article is to study the effectiveness and feasibility of using flipped learning technologies, assessing their perception by students (advantages and problems), identified an algorithm for introducing flipped learning technology in higher education institutions. Research methods. The main method is an experiment. An evaluation of the effectiveness of the study was conducted using a questionnaire and observation method. Statistical methods were used to evaluate the results of the experiment. The research hypothesis is that flipped learning allows the teacher to spend more time on an individual approach, to understand the real needs of students, and provide effective feedback, thereby improving the quality of learning and motivation of students, especially while studying complex material. The results of the study are to prove the effectiveness of the technology of flipped education in the study of complex disciplines, courses, topics. The use of flipped learning strategies improves the self-regulation of the educational process, group work skills, improves students' ability to learn, overcome difficulties. The technology of flipped learning in the presence of modern technical means and constant work on improving the level of digital literacy is an effective means for students to master complex topics and problematic issues that require additional consideration and discussion. The perspective of further research is the consideration of integrated approaches to the application of flipped learning technologies to the principles of STEAM-education, multilingual and multicultural programs, etc. It is also worth continuing to develop a set of methods aimed at enhancing the student's learning activities, the formation of group work skills, direct participation in creating the foundations of higher education.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.65-71
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• 2017

With advances in technology, many researchers have made an effort to find out educational methods with customized instruction. The purpose of the research is to investigate i) if flipped learning is beneficial for the students taking intermediate-level English grammar and writing class compared with the traditional class, ii) if the flipped learning class is advantageous for all the score level students in terms of student achievement and iii) if the students feel motivated with the flipped learning class. T-test was utilized to determine any differences between pretest and posttest in student achievement. The result in terms of the academic achievement revealed that the flipped classroom approach for the low score group was found to be the least effective among others. In the case of flipped learning teaching method, the instructor should develop contents according to the level of learners. The development of customized contents tailored to the level of learners will enhance learners' learning achievement.

• 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 Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.87-100
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• 2016

This study has examined the structural relationship among factors related to the effects of flipped learning using the structural equation modeling. Two hundred thirty-six middle school and high school students were participated in this study. This study's results are as follows. First, looking through how much the flipped learning variables affect achievement, motivation affects achievement the most, and then interaction, participation come next. Second, looking through how much the flipped learning variables affect personality, interaction affect personality the most, and then teaching attitudes come next. Third, as a result of verifying the research model, the hypothetical model indicating relationship among motivation, participation, teaching attitudes, interaction and achievement, personality is valid.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.11-21
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• 2020

This study is a phenomenological study that aimed to understand the meaning of nursing students' experience of class using flipped learning method. The participants are 8 senior nursing students. The data collected by individual in-depth interviews and analyzed by Colaizzi's method. As a result of this study, 35 key themes and 11 clusters of themes were derived. The 11 thematic categories are classified in pre-education, in-classroom, and post-education. At the pre-education, the theme clusters are 'lack of information', 'psychological burden', 'different teaching methods', 'improvement of self-directed learning ability', and 'different learner's achievement'. At the in-class, the theme clusters are 'efficient teaching direction' and 'confidence improvement'. At the post-education stage, the theme clusters are 'positive influence on class', 'strengthening self-pay', 'not preferred', and 'lecture preference'. Therefore, a more diversified and in-depth repetitive study is suggested in order to apply the flipped learning method to the nursing major.

• The Research Journal of the Costume Culture
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• v.30 no.4
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• pp.594-607
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• 2022

This study is a follow-up paper on "Development of flipped learning class model for nail beauty education" published by Seol (2022). This model was conducted from March to June 2022 for 70 students taking the "Nail color design 1" course. After 15 weeks of class, a survey of the students' perceptions of flipped learning and their self-evaluation of goal achievement was conducted, which was composed of questionnaires using a 5-step Likert scale. 15 questions were designed to evaluate the students' satisfaction with their experience and class operations; 4 questions to evaluate whether the class goal had been reached through flipped learning; and 9 questions to evaluate the students' perceptions of flipped learning. As a result of applying this model to theoretical and practical nail beauty classes, it was confirmed that flipped learning helped students better understand the content and had a positive effect on learning, while the subject's educational goals were also achieved. By evaluating the students' perceptions of flipped learning, we may conclude that they experienced learning satisfaction and perceived the approach positively. Moreover, they have expressed a desire for additional flipped learning. This study is thus meaningful in confirming the procedure's effectiveness by applying the flipped classroom model to theoretical and practical subjects with a focus on the nail beauty field, and showing how it achieved students' positive perceptions and educational goals.