중국 미용 전공 대학생들의 플립드러닝의 학습자 특성이 학습몰입 및 학습만족도에 미치는 영향|RISS 상세보기

다국어 초록 (Multilingual Abstract)

The advancement of information and communication technology, a central element in the Fourth Industrial Revolution, is influencing the way people think and act with the introduction of artificial intelligence, augmented reality, and the Internet of Things. In education, there's a notable shift from a teacher-centric approach to a learner-centric environment, emphasizing the flipped learning teaching method that facilitates self-directed learning. This study examined how learner characteristics influence learning flow (classroom class and online class) and learning satisfaction in order to establish a foundation for the effective implementation of beauty education in a flipped learning environment. An empirical study was conducted from July 10 to August 10, 2023, involving 166 surveys administered to beauty-related students in China. The data were analyzed using SPSS 25.0, employing techniques such as frequency analysis, factor analysis, reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. The research findings indicated high reliability scores for learner characteristics (3.98), learning flow (3.75), and learning satisfaction (3.77) within the flipped learning environment. Correlation analyses between learner characteristics, learning flow, and learning satisfaction revealed statistically significant correlation, especially in terms of the correlation between learning attachment of learner characteristics and learning selfefficacy in learning satisfaction. In particular, a higher level of learning attachment in learner characteristics was associated with a statistically significant positive effect on learning satisfaction, whether in online or classroom learning contexts. The research findings suggest that flipped learning classes can improve students' satisfaction by boosting their learning attachment, leading to increased learning self-efficacy. This study highlights the importance of a flipped learning instructional approach when designing courses to enhance learning flow and attachment, addressing academic self-regulation and self-determination motivation.

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참고문헌 (Reference)

1 장은숙, "성인여성학습자의 학습성과에 대한 학습자특성, 평생교육기관여건, 학습몰입 및 학습만족도간의 구조분석" 충남대학교 대학원 2012

2 장몽로, "대학 e-러닝 학습성과와 재이용의도에 영향을 미치는 요인에 대한 한국과 중국의 인식도 차이" 건국대학교 대학원 2013

3 Phillips, C., "The use of flipped classrooms inhigher education: A scoping review" 25 : 85-95, 2015

4 Roehl, A., "The flipped classroom: An opportunity to engage millennial students through active learning" 105 (105): 44-, 2013

5 Park, H. S., "The effect of learning presence by university students on learning performance in distance lecture" Ewha Womans University 2021

6 문숙자, "The effect of flipped learning on critical thinking ability, communication ability, and problem solving ability of nursing college students" 23 (23): 157-167, 2023

7 Kim, S. O., "The Structural Relationship among Teaching Presence, Emotional Presence, Social Presence, Cognitive Presence and Learning Flow in Flipped Learning" Seokyung University 2018

8 Tsai, C. W., "The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills: A Case Study of the Production of Ebooks" 11 (11): 32-40, 2015

9 Lee, J. E., "The Effects of Flipped Learning-based Elementary English Language Program on Speaking Ability, Creative Personality and Learning Flow of Learners" Ewha Womans University 2017

10 Hyeong, S. A., "The Effects of Elementary School Music Classes Using Flipped Learning on Students' Self-Directed Learning Ability" Ewha Womans University 2016