Research on Flipped-class Teaching Mode Based on Software Course Learning in Art and Design
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The purpose of this study is to examine the coexistence of various educational patterns since COVID-19. When the mixed class (online + offline class) method was selected in the process of educating software subjects in the arts and design fields, the applicability and direction of the mixed class method were studied by observing the students’ reactions. The Q methodology was applied to the research method. Through prior research literature, first, the educational patterns applied to software subjects and theories (face-to-face classes, mixed classes, online classes) are described, second, the interview method was employed to interview 33 questions for 36 students that mentioned four aspects: ‘over-the-counter activity’, ‘feedback’, ‘class activity’, and ‘technical application’. The collected data were analyzed by 36 respondents through the QUANLPC method. The results of this study showed that students were divided into ３ typeｓ for mixed class methods. The first “self-doubt and wait-and-see” approach to online education is not completely exclusive. However,they are entangled in whether their self-motivation can be mobilized, whether they can consciously complete offline learning tasks, and whether technology can support the new model development.The second type, “actively exploring and responding,” is open to different modes. The issues of common concern are the most concentrated, and they pay the most attention to the impact of classroom performance on learning. The third type of “emphasis on experiential learning” concerns more comprehensive issues. In the (4D_FLIPPED) scale we adopted, they have their own ideas from four levels: in class, out of class, feedback and technology. And the proportion of men in the third type is higher.All three types of students show more concern about class expression. Ｉt can be seen that it is important to focus more on problems such as “constructing the contents of the class well,” “teacher’s expression,” and “student class experience.”
Abstract
The purpose of this study is to examine the coexistence of various educational patterns since COVID-19. When the mixed class (online + offline class) method was selected in the process of educating software subjects in the arts and design fields, the applicability and direction of the mixed class method were studied by observing the students’ reactions. The Q methodology was applied to the research method. Through prior research literature, first, the educational patterns applied to software subjects and theories (face-to-face classes, mixed classes, online classes) are described, second, the interview method was employed to interview 33 questions for 36 students that mentioned four aspects: ‘over-the-counter activity’, ‘feedback’, ‘class activity’, and ‘technical application’. The collected data were analyzed by 36 respondents through the QUANLPC method. The results of this study showed that students were divided into ３ typeｓ for mixed class methods. The first “self-doubt and wait-and-see” approach to online education is not completely exclusive. However,they are entangled in whether their self-motivation can be mobilized, whether they can consciously complete offline learning tasks, and whether technology can support the new model development.The second type, “actively exploring and responding,” is open to different modes. The issues of common concern are the most concentrated, and they pay the most attention to the impact of classroom performance on learning. The third type of “emphasis on experiential learning” concerns more comprehensive issues. In the (4D_FLIPPED) scale we adopted, they have their own ideas from four levels: in class, out of class, feedback and technology. And the proportion of men in the third type is higher.All three types of students show more concern about class expression. Ｉt can be seen that it is important to focus more on problems such as “constructing the contents of the class well,” “teacher’s expression,” and “student class experience.”
참고문헌 (25)
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