The Effect of Flipped Learning on University Students’ Learning Competency
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The purpose of this study was to analyze the effect of flipped learning on improvement in learning competency of university students. In this study, two types of flipped learning were applied to two education-related classes at S University in Seoul, Korea. Two 75-minute classes were held each week and pre and post-tests which measure learning competency were conducted based on the achievement goals for each subject before and after the experiment. The results indicated that (1) both types of flipped learning were effective in improving the learning competency of university students, and (2) the method used in Experiment 1, where an on-line course was conducted, followed by the instructor intervening and conducting discussions, demonstrated verified improvements with a statistically significant difference (p< .05) between groups. In both the common and specific detailed competency in the area compared to the method in Experiment 2, where on-line material was studied and an instructor then played the role of an off-line facilitator.
Abstract
The purpose of this study was to analyze the effect of flipped learning on improvement in learning competency of university students. In this study, two types of flipped learning were applied to two education-related classes at S University in Seoul, Korea. Two 75-minute classes were held each week and pre and post-tests which measure learning competency were conducted based on the achievement goals for each subject before and after the experiment. The results indicated that (1) both types of flipped learning were effective in improving the learning competency of university students, and (2) the method used in Experiment 1, where an on-line course was conducted, followed by the instructor intervening and conducting discussions, demonstrated verified improvements with a statistically significant difference (p< .05) between groups. In both the common and specific detailed competency in the area compared to the method in Experiment 2, where on-line material was studied and an instructor then played the role of an off-line facilitator.
참고문헌 (9)
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