• Title/Summary/Keyword: flipped-learning

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The Effect of Elementary Free Inquiry Lessons Utilizing Flipped Learning with Smart Devices on the Elementary Students' Digital Literacy, 21st Century Skills and Scientific Attitude (스마트 기기를 활용한 역진행 자유탐구 수업이 초등학생의 디지털 리터러시, 21세기 핵심 역량, 과학적 태도에 미치는 영향)

  • Bae, Jinho;Kim, Jinsoo;Kim, Euna;So, Keum Hyun
    • 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.

Analysis of the Structural Relationship among Factors Related to the Effects of Flipped Learning (플립러닝의 학습효과 관련 요인 간의 구조적 관계 분석)

  • Lee, Hee-Suk;Kang, Shin-Cheon;Kim, Chang-Suk
    • 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.

A study on the Change of University Education Based on Fliped Learning Using AI (AI 쳇봇을 활용한 플립러닝 기반의 대학교육의 변화)

  • Kim, Ock-boon;Cho, Young-bok
    • Journal of the Korea Institute of Information and Communication Engineering
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    • v.22 no.12
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    • pp.1618-1624
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    • 2018
  • The undergraduate structure based on flipped learning should be a necessary course to cultivate value creation capability based on students' problem solving capability through the change of university education in the fourth industrial revolution era. Flipped learning stimulated the learner's high order thinking and activates communication between the faculty-student and the students through the use of activity oriented teaching strategy. Introduction and spread of Flipping Learning combining project-based learning with MOOC is required. The professor should be able to apply net teaching and learning methods using flipping learning and active learning, and develop class contents reflecting new knowledge, information and technology. As the introduction and spread of AI-based(E-Advisor, chat bot et al) learning consulting, Which is becoming increasingly advanced, the transition to "personalized education" that meets the 4th Industrial Revolution should be made.

Analysis of need for vocational high school teacher's flip learning class (특성화고등학교 교사의 플립러닝 수업을 위한 요구 분석)

  • Kim, Min-Ju;Park, Su-Hong;Kim, Hyo-Jeong
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.5
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    • pp.231-240
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    • 2019
  • The purpose of this study is to understand of flipped learning of vocational high school teachers and to provide basic data of teacher training program development that can support flipped learning classes of vocational high school. We conducted surveys and focus group interviews to solve these research problems. The focus group interview is conducted on four flipped learning teachers who participated in the questionnaire. The results of this study are as follows. First, vocational high school teachers only heard the term 'flipped learning', but they did not have much experience in class. Second, it is necessary to learn contents and pre-learning for basic understanding of flipped learning, method of making learning contents of learning materials that focused on students' motivation and interest in the classroom. Also, we needed a method to induce participation in classroom activities, and a compensation method and evaluation method to maintain it. In addition, they requested specific flipped learning instruction procedures and various learning materials at each stage in accordance with the vocational high school situation. Third, I requested training contents and practice - centered training method that can induce interest and motivation as the training management method for the vocational high school teachers' flipped learning classes. In addition, it required step - by - step training according to the understanding level of flipped learning of high school teacher.

A Comparative Analysis of Verbal Interaction on Traditional Instruction and Flipped Learning (전통적 수업과 플립러닝 수업의 언어 상호작용 비교 분석)

  • Lee, Heesuk;Heo, Seojeong;Kim, Changsuk
    • Journal of The Korean Association of Information Education
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    • v.19 no.1
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    • pp.113-126
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    • 2015
  • This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.

Analysis about the effect of flipped learning based team activity (플립드 러닝 기반 팀 협동학습 적용 효과분석 연구)

  • Park, Boc-Nam;Shin, Mee-Kyung;Jeon, Hye-Jin
    • Journal of Convergence for Information Technology
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    • v.9 no.6
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    • pp.44-51
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    • 2019
  • This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.

Elementary Teachers' Conceptions about Applicability of Science Textbooks for Flipped Learning - Comparative Study of Korean and Singaporean Textbooks - (초등학교 과학 교과서의 거꾸로 수업 활용 가능성에 대한 교사들의 인식 - 한국과 싱가포르 교과서 비교 연구 -)

  • Lee, Sooah;Shin, Youngjoon;Jhun, Youngseok
    • Journal of Korean Elementary Science Education
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    • v.36 no.2
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    • pp.163-179
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    • 2017
  • This study is to examine whether elementary science textbooks in Korea and Singapore are applicable to flipped learning. By comparative study we sought to identifying appropriate features of science textbooks for learner-centered teaching. We analyzed text pages on the unit of 'Working of electricity' in Korean elementary science textbook for sixth grade and three chapters of 'Electric circuits, Using electricity, Conductors of electricity' in Singaporean elementary textbook, 'Science : My pals are here!'. We designed evaluating frameworks for science textbooks based on the four pillars of flipped learning. and applied it to 10 elementary teachers evaluate two textbooks. They evaluated textbooks with Likert Scale items and wrote detailed statements and exemplars about their choices. We analyzed the teachers' evaluative descriptions inductively and chose commonly mentioned characteristics. Based on the analysis, we got to the conclusion about specific features of two elementary science textbooks in terms of flexible environment, learning culture, intentional contents, and teachers' expertises. Implications for improving science textbooks towards flipped learning and learner-centered teaching through comparative study were discussed.

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.

A Study on the Research Trends to Flipped Learning through Keyword Network Analysis (플립러닝 연구 동향에 대한 키워드 네트워크 분석 연구)

  • HEO, Gyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.3
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    • pp.872-880
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    • 2016
  • The purpose of this study is to find the research trends relating to flipped learning through keyword network analysis. For investigating this topic, final 100 papers (removed due to overlap in all 205 papers) were selected as subjects from the result of research databases such as RISS, DBPIA, and KISS. After keyword extraction, coding, and data cleaning, we made a 2-mode network with final 202 keywords. In order to find out the research trends, frequency analysis, social network structural property analysis based on co-keyword network modeling, and social network centrality analysis were used. Followings were the results of the research: (a) Achievement, writing, blended learning, teaching and learning model, learner centered education, cooperative leaning, and learning motivation, and self-regulated learning were found to be the most common keywords except flipped learning. (b) Density was .088, and geodesic distance was 3.150 based on keyword network type 2. (c) Teaching and learning model, blended learning, and satisfaction were centrally located and closed related to other keywords. Satisfaction, teaching and learning model blended learning, motivation, writing, communication, and achievement were playing an intermediary role among other keywords.

A Study on Developing TGF(Tutoring Game in Flipped Learning) for Game Programming Course (게임프로그래밍 수업을 위한 플립드 러닝 환경에서 피어튜터링에 관한 연구)

  • Choi, YoungMee;Kim, SeongJoong
    • Journal of Korea Game Society
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    • v.15 no.1
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    • pp.125-134
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    • 2015
  • This paper designs a peer tutoring in Flipped Learning environments for effective game programming(TGF), suggests a result of survey and a lesson learned from game programming in terms of students' and professors' perspectives in hands-on program training using Snake game programming as an applied example. The TGF is more effective than the traditional classroom to achieve the learning goals of game programming course.