Class Satisfaction Factors Affecting University Students’ Communication, Self-Directed Learning, and Problem-Solving Abilities in Non-Face-to-Face Flipped Learning Classes

2021 ◽  
Vol 27 (4) ◽  
pp. 1249-1272
Author(s):  
Myunghee Kim ◽  
Hyunjung Park
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Learning ◽  
Self Directed Learning ◽  
Factors Affecting ◽  
Face To Face ◽  
Directed Learning ◽  
Satisfaction Factors

scholarly journals Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

2022 ◽  
Vol 11 (2) ◽  
pp. 653-661
Author(s):  
Yong-Jik Lee ◽  
Robert Davis* ◽  
Yue Li
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Flipped Learning ◽  
Education Programs ◽  
Self Directed Learning ◽  
Learner Engagement ◽  
Face To Face ◽  
Directed Learning ◽  
Collaborative Activities ◽  
Synchronous Online

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

scholarly journals The effect of case-based learning based on flipped learning for nursing students

2021 ◽  
Vol 27 (2) ◽  
pp. 107-116
Author(s):  
Min Hee Lee ◽  
Myung Sook Park
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Control Group ◽  
Flipped Learning ◽  
Self Directed Learning ◽  
Case Based Learning ◽  
Directed Learning ◽  
Thinking Disposition ◽  
Experimental Group ◽  
Case Based

Purpose: The purpose of this study was to identify the effects of case-based learning based on flipped learning in a pathophysiology course for nursing students. Methods: Participants were sophomore nursing students enrolled in a pathophysiology course. The experimental group (n=42) received the case-based learning in class after similar case-based learning in a pre-class based on flipped learning, while the control group (n=39) received the usual flipped learning. Data were analyzed by χ2-test, independent t-test, and ANCOVA using SPSS WIN 21.0. Results: There were significant differences in self-directed learning ability (F=10.93, p=.001), self-efficacy (F=5.45, p=.022), problem-solving ability (F=6.11, p=.016), and critical thinking disposition (F=6.76, p=.011) between the experimental group and the control group. Conclusion: The application of case-based learning based on flipped learning in a pathophysiology course for nursing students was effective in improving problem-solving and self-directed learning abilities, self-efficacy, and the critical thinking disposition of sophomore nursing students.

scholarly journals A systematic review and meta-analysis of flipped learning among university students in Korea: Self-directed learning, learning motivation, efficacy, and learning achievement

2021 ◽  
Vol 27 (1) ◽  
pp. 5-15
Author(s):  
Shin Hyang Kim ◽  
Jong Mi Lim
Keyword(s):  
Systematic Review ◽  
University Students ◽  
Effect Size ◽  
Meta Analysis ◽  
Learning Motivation ◽  
University Education ◽  
Flipped Learning ◽  
Self Directed Learning ◽  
Learning Achievement ◽  
Directed Learning

Purpose: This study aimed to provide a systematic review and meta-analysis of research on flipped learning effects applied to university students.Methods: The random effect model was applied to 21 papers to calculate the effect size. To verify the moderation effect, a meta regression analysis and meta ANOVA were performed. Publication bias was verified through a funnel plot, and then an Egger's regression test was conducted.Results: The overall average effect size was .69 (95% CI: .51-.87), showing a median effect size, which was statistically significant. The outcome variables were in the order of learning motivation (Hedges’ g=.83), self-directed learning (Hedges’ g=.78), learning achievement (Hedges’ g=.66), and efficacy (Hedges’ g=.50), which were statistically significant.Conclusion: Flipped learning was found to be statistically significant in improving self-directed learning, learning motivation, efficacy, and learning achievement amng university students. It is suggestd that this method be actively applied in university education.

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