• 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.

• Journal of Convergence for Information Technology
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• v.9 no.3
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• pp.36-43
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• 2019

The purpose of this study is the preliminary inequality experiment study of control group to confirm the effects of convergence education by jigsaw model and flipped learning in nursing students. The subjects of this study were 81 students who participated in Integrated Practice II of the 3rd grade of Nursing Science in J area and data were collected using the questionnaire before and after the convergence education. As a result of the study, it was found that convergence education by jigsaw model and flipped learning was significant in learning satisfaction(t=-3.783, p=.001). Therefore, convergence education by jigsaw model and flipped learning as a teaching and learning method is expected to improve the learning satisfaction and maximize the learning outcome, so this study is meaningful as the basic data itself. Based on these results, it is necessary to develop and apply the teaching - learning program that combines jigsaw model with flipped learning.

• 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 the HCI Society of Korea
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• v.13 no.4
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• pp.25-34
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• 2018

This study is a literature study that analyzes empirical case study of Flipped learning application which has emerged as a method of future university education in Korea. The purpose of the study is to explore the use of digital media by learners in the Flipped learning applied courses in domestic universities considering current digital-based media environment. For this purpose, we analyzed the measurement variables and statistical significance of the preceding studies and analyzed the media utilization. The most important measurement variables were 'learning achievement' and 'class satisfaction', which were measures of effectiveness on the Flipped learning classes. All studies analyzed used media, but most studies focused on verifying the effectiveness of classroom classes, resulting in separate media utilization measurements in one study and statistically meaningful results for the 'video learning recognition' variable. The qualitative measurement related to the use of media for each study was presented as a separate analysis result. In the future, in order for effective follow-up studies on application of Flipped learning and digital media utilization, there are five main issues that need to be studied, which are securing the necessary treatment period for accurate effect measurement, etc.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.1-20
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• 2016

This study aims to investigate the effects of flipped learning applied to home economics education on improving middle school students' academic engagement, self-directed learning ability and social interaction. The subjects of this study were 129 third-grade students in middle school. To verify the effects of flipped learning adequately, 129 middle school students divided into two groups have participated in the study over a course of nine weeks. One group was taught in the traditional instructed learning method while the other one in the flipped learning methods. The two groups were taught in 13 sessions in total once or twice a week, and each session took 45 minutes. For pretest and post test, the questionnaire consisting of academic engagement scale, self-directed learning scale and social interaction scale were used. To analyze data, ANCOVA was used to examine significant differences between two groups. The main results of this study were the following : First, students who participated in flipped learning are more improved than those who participate in instructed learning in academic engagement. Second, students who joined in flipped learning are much more improved than those who joined in instructed learning in self-directed learning ability. Third, students who join in flipped learning were much more improved than those who joined in instructed learning in social interaction.

• Journal of Practical Engineering Education
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• v.8 no.2
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• pp.75-81
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• 2016

This research proposes to design a flipped classroom with strategic questioning to enhance engineering student's creative problem-solving competency on the basis of the subject knowledge. By applying the designed flipped classroom to both of college and dual system engineering courses during one semester, this study explores to find the meaning and effects of the flipped learning method. The case study analyzed the influences of the flipped learning with the use of strategic questioning on student's problem-solving performance, and also investigated student satisfaction and evaluation of the learning in order to draw out the factors to consider further in the instructional design.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.

• Journal of muscle and joint health
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• v.29 no.3
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• pp.185-193
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• 2022

Purpose: This study aims to provide basic data for future nursing education by identifying the effects of flipped learning-type project-based learning on nursing college students' self-directed learning ability, self-leadership, and academic self-efficacy. Methods: It is a pre-experimental study designed before and after a single group to verify the effect of flipped learning project-based learning on nursing students' self-directed learning ability, self-leadership, and academic self-efficacy in 81 third-grade nursing students. Results: No statistically significant difference in self-efficacy (t=-0.80, p=.545) but self-directed learning ability (t=-3.85, p<.001) and self-leadership (t=-5.18, p<.001) were found to have a statistically significant difference before and after. Conclusion: Flipped learning-type project-based learning was confirmed effective in improving nursing college students' self-directed learning ability and self-leadership. Therefore, instructors will need to develop and apply teaching methods that provide learners with opportunities for pre-learning and carry out learner-centered projects to improve nursing college students' self-directed learning ability and self-leadership.

• The Journal of Society for e-Business Studies
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• v.23 no.3
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• pp.189-206
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• 2018

As the era of $4^{th}$ Industrial Revolution has arrived, education systems are changing in order to prepare for the changes on technological environment. Recently in the education field, flipped learning, which focus on learner-centered with an active communication is suggested, rather than the existing teaching method, which had the characteristic of simply delivering a knowledge. In this research, case study of analyzing a learning effect done by applying a flipped learning on the study of Industrial Security which has the characteristics of timeliness and can accordingly reflect the characteristics of $4^{th}$ Industrial Revolution. In detail, the concept of the study of Industrial Security and flipped learning was arranged, analyzed a current state of education on the study of Industrial Security and exemplary of flipped learning applied class and designed the methodology of flipped learning of this research. Nextly, designed flipped learning method was applied in the actual class of the study of Industrial Security. Lastly, survey and interview was conducted targeting a learner and deducted an implications. The results of survey showed that class participation has increased through active interactions between learners, and flexible learning environments was created which is appropriate for the characteristics of industrial security, which is in need of timeliness response against to diverse security threats of $4^{th}$ Industrial Revolution, and regarded a flipped learning to be appropriate for the study of Industrial security.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.476-485
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• 2015

The purpose of this study was to investigate the effects of free inquiry lessons utilizing flipped learning with smart devices on digital literacy, $21^{st}$ century skills and scientific attitude of $5^{th}$ graders of elementary school. The subjects of this study were two different $5^{th}$ grade classes in J elementary school located in B metropolitan city. Free inquiry lessons utilizing flipped learning with smart devices were applied to experimental group, whereas comparison group was taught general free inquiry lessons using ordinary teaching materials. The results of this study were as follows: First, free inquiry lessons utilizing flipped learning with smart devices were statistically meaningful on students' digital literacy. Second, free inquiry lessons utilizing flipped learning with smart devices were not statistically meaningful on students' $21^{st}$ century skills. Third, free inquiry lessons utilizing flip teaching with smart devices were not statistically meaningful on students' scientific attitude. Fourth, free inquiry lessons utilizing flipped learning with smart devices caused an effectiveness on students' interests.