In this study, a case study of Flipped Classroom of ‘Basic Japanese Grammar’, a major subject for beginners among online Japanese classes at D University, was reported, and the results and improvements were reviewed.
First, Flipped Classroom is said to be a difficult learning method for students who lack the motivation to learn. Fortunately, students who took ‘Basic Japanese Grammar’ showed a high will to learn as they majored in Japanese and Japanese literature.
Next, as a result of examining the practice cases of Flipped Classroom that combines Pre-Recorded Video Lectures and Zoom real-time lectures in university online Japanese classes, three achievements were confirmed; (ⅰ)A part that the learner is not familiar with or that needs to be confirmed can be studied repeatedly, (ⅱ) The fact that the student may just check what they already know and go further beyond it, and (ⅲ) It is possible to improve the motivation to learn, to motivate the major study, and to lay the groundwork.
The new part of this flip learning class model is that the face-to-face class in the conventional flip learning class has been replaced with ‘Zoom real-time lecture’. In the Zoom real-time lecture, students received positive evaluations for the ‘1:1 Q&A Small Conference Room’ opened during the problem-solving session and ‘Appreciating Music’ before the class started. Face-to-face and online hybrid education are being discussed for university education in the post-Corona era. I consider it is necessary to find various ways in terms of class design and operation so that students’ motivation and learning effect can be improved not only face-to-face but also online.
Based on this report on the implementation of Flipped Classroom, which combines Pre-recorded video lectures and Zoom real-time lectures, we would like to set the status and direction of university education in the Post-COVID-19 era as future tasks.