Development of Program Model for Improving Intrapersonal Intelligence Based on FLIPPEDLEARNING

Abstract

Purpose: Intrapersonal Intelligence is a fundamentally required competence for a human to do its part in a social environment and lead a life without regret. This Intrapersonal Intelligence is essential intelligence for all human beings, regardless of age. However, the recent fandom situation has weakened many people's mental strength due to increased emotional anxiety and depression. The variable "pandemic" had a great influence not only on one individual but also on society as a whole. The prolonged 'COVID-19' situation around the world has left modern people increasingly impoverished. Therefore, the time has come for Intrapersonal Intelligence more than ever. Therefore, this study developed a program model for the purpose of improving Intrapersonal intelli-gence. Method: The educational model developed for the purpose of enhancing Intrapersonal intelligence was ana-lyzed by literature based on previous studies to derive program components. In addition, for the convenience of learners in the digital age, it is designed based on Flipped Learning, which enables continuous learning and has high timeliness. In order to improve the completeness of the program, a procedure for verifying reliability and validity was carried out by review of seven doctors in educational engineering and instructional design experts. Results: The main factors that constitute the contents of the Intrapersonal intelligence improvement program consisted of 'self-understanding, self-regulation, and self-design'. The detailed elements for each factor are 'understanding self-emotional and comprehension of ability', 'future design and achievement motivation', and 'mutual regulation and impulse control'. In addition, the Intrapersonal intelligence improvement program based on Flipped Learning was designed to fully understand the prerequisite learning materials through the pre-learning materials and to conduct discussion and coaching at the same time in the in-class. Conclusion: This study follows the same context as prior research that demonstrates that existing Intrapersonal intelligence can be improved through learning. However, this study utilizes open educational resources as a medium for prior learning in a methodical approach to teaching and learning, and in-class mainly uses coaching and discussion, which are non-directive teaching methods. As a result, I hope that through the Intrapersonal intelligence improvement program, modern people can recognize themselves right away, control their emotions, design a positive future, and lead a happy life.