플립드러닝 기반 코칭식 수업이 대학생의 영어 능력과 학업적 자기효능감에 미치는 영향
The Effects of Flipped Learning-Based Coaching Class on College Students’ English Reading, Writing, and Academic Self-Efficacy
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The purpose of this article is to verify the effects on the cognitive and emotional achievement of college students by using coaching techniques based on flipped learning. This study was conducted for 15 weeks on two divisions consisting of first-year university students taking a liberal art English course, among which the experimental group (N=32) was given flipped learning-based coaching lesson, and the control group (N=31) flipped learning-based teaching lesson. As a result, the analysis of reading and writing, which are cognitive factors, showed that a flipped learning-based coaching group performed better than a regular flipped learning group. Meanwhile, the academic self-efficacy was more effective for the control group. The implication of this study is that it is necessary to develop a convergence learning model based on the current trend of flipped learning. In addition, follow-up research should continue so that learners can actively adapt to the era of consilience and create synergy effect between subjects.
Abstract
The purpose of this article is to verify the effects on the cognitive and emotional achievement of college students by using coaching techniques based on flipped learning. This study was conducted for 15 weeks on two divisions consisting of first-year university students taking a liberal art English course, among which the experimental group (N=32) was given flipped learning-based coaching lesson, and the control group (N=31) flipped learning-based teaching lesson. As a result, the analysis of reading and writing, which are cognitive factors, showed that a flipped learning-based coaching group performed better than a regular flipped learning group. Meanwhile, the academic self-efficacy was more effective for the control group. The implication of this study is that it is necessary to develop a convergence learning model based on the current trend of flipped learning. In addition, follow-up research should continue so that learners can actively adapt to the era of consilience and create synergy effect between subjects.
참고문헌 (31)
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