• Title/Summary/Keyword: flipped learning

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The Instructional Design Model for Applying Flipped Learning in Engineering Courses (공학전공수업에서 플립드 러닝(Flipped Learning) 적용을 위한 설계모형 탐색)

  • Rim, Kyung-Hwa;Kim, Tae-Hyun
    • Journal of Practical Engineering Education
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    • v.6 no.2
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    • pp.77-84
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    • 2014
  • As the interests in the flipped learning has recently been increased in the educational field, the number of engineering professors has tended to apply the flipped learning method to their classes. However there has been few research which guide to design engineering courses applying the flipped learning method. This study aims to suggest an instructional design model for the flipped learning according to the case of applying the flipped learning method to an engineering course, "Mechanical Vibrations". This study provides practical guidelines for engineering professors to design their theory oriented courses applying the flipped learning method.

Flipped Learning: Strategies and Technologies in Higher Education

  • Miziuk, Viktoriia;Berdo, Rimma;Derkach, Larysa;Kanibolotska, Olha;Stadnii, Alla
    • 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.

The Effect of Flipped Learning Education on Academic Motivation and Class Satisfaction in Physical Therapy Students (플립러닝을 활용한 교육이 물리치료학과 학생들의 학습동기와 수업만족도에 미치는 영향)

  • Do-Hyun Kim
    • Journal of Korean Physical Therapy Science
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    • v.30 no.3
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    • pp.84-90
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    • 2023
  • Background: This study aimed to investigate the effects of flipped learning education on academic motivation and class satisfaction in physical therapy students. Design: Cross-sectional study. Methods: Participants included 72 physical therapy students (experimental group=36, control group=36). In order to compare the effects of flipped learning education, flipped learning and lecture-style learning were provided in a class titled Acticities of Daily Living and Practice. An independent t-test was used to compare academic motivation and class satisfaction between two groups. Results: The flipped learning group showed a significantly higher level of academic motivation and class satisfaction compared to the traditional learning group (p<0.05). Conclusion: These results showed that flipped learning education is an effective learning strategy for improving the academic motivation and class satisfaction of physical therapy students.

Reconstructing the Meaning of Flipped Learning by Analyzing Learners' Experiences (학습자의 경험 분석을 통한 플립 러닝의 재해석)

  • Lee, Yekyung;Youn, Soonkyoung
    • Journal of Engineering Education Research
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    • v.20 no.1
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    • pp.53-62
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    • 2017
  • This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

The Applicability and Effects of Flipped Learning on 'Public Health Nursing' Courses

  • Kang, Soo Jin
    • Journal of muscle and joint health
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    • v.28 no.1
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    • pp.70-78
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    • 2021
  • Purpose: Flipped learning is a novel teaching strategy for encouraging students to engage in the learning process. This study aimed to redesign the public health nursing course and examine the implications of flipped learning on learning outcomes, self-efficacy, and self-leadership in undergraduate programs. Methods: A one-group, pretest-posttest design was used. A total of 80 students participated in this study. The flipped learning method was employed between April 14 and June 5, 2016. The data were analyzed using descriptive statistics and an independent t-test. Results: The self-efficacy of the lower 25% group based on academic performance was significantly increased; however, self-leadership did not show any change after utilizing flipped learning. Overall, 65.4% of the students were satisfied with their class. Conclusion: Flipped learning was an effective strategy for students with low achievement. Despite these advantages, it was considered to reduce the burden of studying.

A Study on Developing Flipped-MOOC Model in University (대학에서의 Flipped-MOOC 모형 개발)

  • Park, Eunsook
    • Journal of Convergence for Information Technology
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    • v.8 no.6
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    • pp.281-285
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    • 2018
  • The purpose of this research is to make a Flipped-MOOC model which can be applied and practiced in the college course after analyzing the characteristics and cases of MOOC and Flipped learning. For this, this study implemented the following tasks. First, this study analyzed the management and class types of MOOC and flipped learning through literature research. Secondly, flipped learning was applied in the course for a semester and the strong point and weak point of the course was analyzed and the alternative was suggested. Thirdly, the core ideas and strategies of Flipped-MOOC model was deducted for enhancing the participation and interaction of the students in the course which uses the MOOC content and applies flipped learning, and the instructional strategies and direction for the effective management in the real educational field was suggested. As a result, Flipped-MOOC model is expected to contribute for the educational revolution, change and quality improvement, and it is expected that Flipped-MOOC model might contribute to the lifelong education and educational competitiveness.

The Effects of Science Lesson with the Application of Flipped Learning on Science Academic Achievement and Scientific Attitude (플립드 러닝(Flipped Learning)을 활용한 과학수업이 과학 학업성취도와 과학적 태도에 미치는 효과)

  • Lee, Byeong-hee;Lee, Hyeong-cheol
    • Journal of Korean Elementary Science Education
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    • v.35 no.1
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    • pp.78-88
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    • 2016
  • The purpose of this study was to examine the effects of science lesson with the application of Flipped Learning on science academic achievement and scientific attitude of students. The experimental group was composed of 50 students and the comparative group was composed of 50, both in $6^{th}$ grade. The two groups were statistically equivalent in their science academic achievement and scientific attitude when pre-tests were conducted. The experimental group received science instruction applied with Flipped Learning and the comparative group took typical science lesson according to a teacher's guide. The results of this study can be summarized as follows: First, the science lesson with the application of Flipped Learning was more significantly effective in improving students' science academic achievement than traditional science lesson. Second, the science lesson combined with Flipped Learning enhanced scientific attitudes of students with meaningful difference more than typical science lesson. Third, a survey research was conducted to the experimental group about their cognition on the lessons with the application of Flipped Learning. Many students had positive thoughts on this lesson and they thought the lesson was very interesting and understandable.

A New Paradigm for Education: Is Flipped Learning a Threat or an Opportunity? (교육의 새로운 패러다임: Flipped Learning 기회인가 위협인가?)

  • Im, Jin-Hyouk
    • Korean Medical Education Review
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    • v.16 no.3
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    • pp.132-140
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    • 2014
  • Higher education is under unprecedented pressure for quality improvement and cost containment/reduction due to global competition and ever-increasing tuition costs. These twin challenges require an unconventional approach, and massive open online courses (MOOCs) and flipped learning have recently emerged as two promising educational alternatives not only to address the current problems but also to direct the future of education. This paper discusses the rapidly changing environment for education, MOOCs, and flipped learning as learning alternatives, the relationship between MOOCs and flipped learning, and course redesign for the implementation of flipped learning. The case of Ulsan National Institute of Science and Technology (UNIST) is also discussed for benchmarking purposes since it has been pioneering an innovative educational methodology for teaching and learning IT-enabled active learning methods from its inception in 2009. It has redesigned almost 70 courses (20% of all the courses to offer) for flipped learning. The objectives of UNIST's educational experiment are three-fold: improving the quality of education for students, improving teaching productivity for the faculty, and containing/reducing education costs for the university.

An Exploratory Study on Educational Significance and Environment of Flipped Learning (Flipped learning의 의의 및 교육환경에 관한 탐색적 연구)

  • Lee, Jong-Yeon;Park, Sang Hoon;Kang, Hae-Jin;Park, Sung-Youl
    • Journal of Digital Convergence
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    • v.12 no.9
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    • pp.313-323
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    • 2014
  • Recently, there has been an effort to convert standardized educational system to customized one considering students' individual differences and aptitude. Flipped learning has been regarded as a teaching method fitting to this movement and has gained much interest by educators. Despite its increasing interest, its studies fall short in the quantity above all. This study investigated the concept of flipped learning and explored its educational value in terms of student' and teacher' perspectives. The study also examined the requirements to apply flipped learning to its practice. Flipped learning was found to accomplish mastery learning and to promote interaction between teacher and students and also peer-to-peer interaction. It was expected to reduce the burden of teacher's duties and secure his or her interest in students and the tutorial time for individual students. Essential elements in its application in practice included students' voluntary participation, the consent of their parents and support from their school and government. In addition, teachers' professional development was found to be important to improve their understanding and application of flipped learning in practice.

A Flipped Classroom Model For Algorithm In College

  • Lee, Su-Hyun
    • Journal of the Korea Society of Computer and Information
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    • v.22 no.1
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    • pp.153-159
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    • 2017
  • In recent years there has been a rise in the use and interest of the flipped learning as a teaching and learning paradigm. The flipped learning model includes any use of Internet technology to enrich the learning in a classroom, so that a professor can spend more time interacting with students instead of lecturing. In the flipped model, students viewed video lectures online outside of class time. Students then performed two kinds of assignments, a teamwork assignment and an individual work assignment, through the class time. In this paper, we propose a flipped educational model for a college class. This experimental research compares class of college algorithm using the flipped classroom methods and the traditional lecture-homework structure and its effect on student achievement. The result data of mid-term exam and final exam were analyzed and compared with previous year data. The findings of this research show that there was not a significant difference in the scores of student between two lecturing methods. The survey result and lecture evaluation by students show that students are in favor of the flipped learning.