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Effect of Three Types of Flipped Learning Classes on the Improvement of Academic Achievement and Class Satisfaction of College Students

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2017, 7(1), pp.1-22
  • DOI : 10.34226/gcl.2017.7.1.1
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Published : June 30, 2017

Kyung Hwa Lee 1 Kiung Ryu 1 Ju Sung Jun 1

1숭실대학교

Candidate

ABSTRACT

The purpose of this study was to investigate the effect of flipping learning, which has recently attracted attention, in order to develop self-directed and convergent talents that can adapt to future society through university classes. Since university classes can not be uniformly organized according to the characteristics of the major and the subject, the researchers designed three types of flipping learning and applied it to the three education-related subjects of S university in the second semester of 2016. Pre- and post-tests were conducted based on the achievement goals to be achieved in each subject before and after the quasi-experiment, and two 75-minute classes were held each week. As a result, it was confirmed that there was more class effect in groups 1 and 2, which performed online prior learning, and group 1, in which the teacher more appropriately intervened in the classroom, was more effective than group 2 only in the role of facilitator. However, the satisfaction level of group 3 was highest when text was given prior and seminar type. Therefore, it was confirmed that differentiated flipping learning in college contributed to improvement of academic achievement or satisfaction in each group. The result of this study is expected to be provided as meaningful data for improving the class in the future.

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