The Effect of Collaborative Learning Using a Flipped Learning Model for College Students: Focusing on TOEIC Grammar Learning
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The present study aimed to examine the effects of flipped leaning focusing on TOEIC grammar learning for college students majoring in computer engineering at a local university. A total of fifty seven students participated in this study. 30 students were assigned to a flipped learning group (FLG) while 27 students to a semi-flipped learning group (semi-FLG). Both groups were provided with flipped learning preview videos focusing on TOEIC grammar lessons before class, but the FLG had collaborative activities in class while the semi-FLG received the teacher’s lectures without collaborative activities. The results showed that the FLG not only outperformed the semi-FLG on the posttest but also had a higher degree of class satisfaction, indicating the effectiveness of students’ collaborative activities for studying grammar. In addition, students displayed positive perceptions toward collaborative learning and showed increased memorization of grammar contents compared to the group with the in-class lecture group.
Abstract
The present study aimed to examine the effects of flipped leaning focusing on TOEIC grammar learning for college students majoring in computer engineering at a local university. A total of fifty seven students participated in this study. 30 students were assigned to a flipped learning group (FLG) while 27 students to a semi-flipped learning group (semi-FLG). Both groups were provided with flipped learning preview videos focusing on TOEIC grammar lessons before class, but the FLG had collaborative activities in class while the semi-FLG received the teacher’s lectures without collaborative activities. The results showed that the FLG not only outperformed the semi-FLG on the posttest but also had a higher degree of class satisfaction, indicating the effectiveness of students’ collaborative activities for studying grammar. In addition, students displayed positive perceptions toward collaborative learning and showed increased memorization of grammar contents compared to the group with the in-class lecture group.
참고문헌 (20)
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