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Influence of flipped learning applied by lecture type on self-directed learning capability of college students

Authors
Lee Y.-H.Lee S.-Y.Lee, Ho Seub
Issue Date
2019
Publisher
Asia Life Sciences
Keywords
Action learning; Flipped learning; Higher education; PBL; Self-directed learning
Citation
Asia Life Sciences, v.28, no.1, pp.1 - 15
Journal Title
Asia Life Sciences
Volume
28
Number
1
Start Page
1
End Page
15
URI
https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/4053
ISSN
0117-3375
Abstract
This study aimed to confirm whether the new teaching method of flipped learning applied at universities has a positive effect on the development of self-directed learning capability of college students. The study selected four lecture types (theory-oriented, problem-based, project-based and action-learning) that consider students’ self-initiative participation in flipped learning. This study conducted pre- and post-tests on third year students for a 15-week lecture course, and the results of a T-test on class satisfaction was analyzed. The results show that flipped learning has a positive effect on improving the selfdirected learning capability of college students, and the effects vary according to the types of teaching method utilized, which are characteristics of university lectures. In general, there is a positive change in the self-directed learning capability when applying flipped learning to classes taught using problem-based learning (PBL) and action-learning, which actively encourage learners to actively participate in classes. © Rushing Water Publishers Ltd. 2019.
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대학 > 기초교양대학 > 기초교양학부 > 1. Journal Articles

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기초교양대학 (기초교양학부)
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