ScholarWorks@숙명여자대학교

초록

This study aims to explore the experiences of flipped learning classes in university settings through narrative inquiry, a qualitative research methodology that describes, analyzes, and interprets individual experiences in a narrative format to uncover their meaning. The research puzzle centers around the following questions What are university students’ experiences of flipped learning classes? What meaning does the flipped learning experience construct in the lives of the participants. The study participants were university students enrolled at a private university in the metropolitan area who had completed a semester of flipped learning. Data were collected through iinterview in-depth conversations, and personal reflective portfolios. Through the journey of inquiry, the participants’ lived experiences were examined within the three-dimensional narrative inquiry space, considering temporal, social, and space contexts. It was discovered that the meanings of flipped learning experiences are diverse, deeply personal, and situated within unique individual dynamics. The participants’ experiences and the meanings constructed in their lives were expressed through themes such as ‘recovery’, ‘a class that speaks’, ‘being present’, and ‘uncovering the inner teacher’. The flipped learning experience was found to create a virtuous cycle of recovery of enjoyment and satisfaction sought in university education, active communication with others, and self-reflection and growth through leveraging personal resources and strengths. Finally, it is hoped that the findings of this study will contribute to new discussions and further development in the implementation of flipped learning classes.

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