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플립러닝 수업이 대학생 영어학습자의 자아효능감과 공동체 의식에 미치는 효과

Effects of Flipped Learning on College English Learners’ Self-Efficacy and Classroom Community

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대한영어영문학회 (The Association of English Language and Literature in Korea)|2024.12|영어영문학연구 (Studies in English Language & Literature)|제66권 제4호|pp. 299-321

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키워드

자기효능감공동체self-efficacyconnectedness플립러닝flipped learning상호교류classroom community자기조절 학습태도self-regulated learning attitude
주제분류영어와문학

초록

Flipped learning has now been implemented to all levels of education across the world in popularity. This paper aimed at investigating the effects of flipped learning on college learners’ self-efficacy and classroom community, comparing the difference between experimental group and controlled group. Data were collected from a total of 70 college students completing pre- and post-surveys, which were the modified version of Sherer and Maddux’s (1982) Self-efficacy scale consisting of ‘Self-regulated Efficacy’ and ‘Confidence’ and Rovai’s (2002) Classroom Community Scale consisting of Connectedness and Learning. In addition, the in-depth interviews in person were carried out with seven students. ANCOVA was used for data analyzed. The findings showed that flipped learning model has no significant impact on all subcategories of two sections. Instead, some of students realized that Flipped learning was helpful for them to cultivate the well-organized and self-regulated learning attitude and habit. They also said that the preparations in group were very helpful to make good relationships among peers, which enabled them to concentrate on their study. From these findings, pedagogical implications to enhance learners’ Self-regulated Efficacy and Connectedness and Learning are suggested.

Abstract

Flipped learning has now been implemented to all levels of education across the world in popularity. This paper aimed at investigating the effects of flipped learning on college learners’ self-efficacy and classroom community, comparing the difference between experimental group and controlled group. Data were collected from a total of 70 college students completing pre- and post-surveys, which were the modified version of Sherer and Maddux’s (1982) Self-efficacy scale consisting of ‘Self-regulated Efficacy’ and ‘Confidence’ and Rovai’s (2002) Classroom Community Scale consisting of Connectedness and Learning. In addition, the in-depth interviews in person were carried out with seven students. ANCOVA was used for data analyzed. The findings showed that flipped learning model has no significant impact on all subcategories of two sections. Instead, some of students realized that Flipped learning was helpful for them to cultivate the well-organized and self-regulated learning attitude and habit. They also said that the preparations in group were very helpful to make good relationships among peers, which enabled them to concentrate on their study. From these findings, pedagogical implications to enhance learners’ Self-regulated Efficacy and Connectedness and Learning are suggested.

참고문헌 (54)

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