유튜브 동영상을 이용한 플립 러닝 수업의 만족도에 대한 영향과 요인
A study on the factors that influence the flipped class and learners’ satisfaction level
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Flipped learning is defined as a type of blended learning which students study online content by watching video lectures at home and the assignment given is followed upon in the classroom, providing more opportunities for peer and teacher feedback. The purposes of this study were to examine student perceptions on the flipped class and to identify the most influential factors behind their class satisfaction. The subjects were 46 students in TOEFL writing courses at university. A survey was used to collect the pertinent data. The results are as follows. First, more than 50% of the students confirmed that the flipped class increased student interest and concentration level. Second, in-class activities were highly pertinent to the clips and helped students attain the course objectives. Third, the flipped class stimulated interaction among students. Fourth, student perception on the ease of use was influenced by a native’s speech rate, content difficulty, and the length of the clips. Fifth, more than 60% of the students were willing to enroll in a flipped class in the future. Last, the most influential factor behind class satisfaction was revealed to be attention factor. Based on the main findings, pedagogical implications for the implementation of flipped class are suggested.
Abstract
Flipped learning is defined as a type of blended learning which students study online content by watching video lectures at home and the assignment given is followed upon in the classroom, providing more opportunities for peer and teacher feedback. The purposes of this study were to examine student perceptions on the flipped class and to identify the most influential factors behind their class satisfaction. The subjects were 46 students in TOEFL writing courses at university. A survey was used to collect the pertinent data. The results are as follows. First, more than 50% of the students confirmed that the flipped class increased student interest and concentration level. Second, in-class activities were highly pertinent to the clips and helped students attain the course objectives. Third, the flipped class stimulated interaction among students. Fourth, student perception on the ease of use was influenced by a native’s speech rate, content difficulty, and the length of the clips. Fifth, more than 60% of the students were willing to enroll in a flipped class in the future. Last, the most influential factor behind class satisfaction was revealed to be attention factor. Based on the main findings, pedagogical implications for the implementation of flipped class are suggested.
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