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      플립드러닝이 의대생의 학습접근방식에 미치는 영향

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      다국어 초록 (Multilingual Abstract)

      The flipped learning approaches had drawn much attention from the research and practices communities.
      Despite this attention, how students learn in the flipped learning has been minimally explored. Focusing on this gap, this study investigated students’ approach to learning in flipped learning. Students’ perception for this learning method was also scrutinized. For this purpose, the student-centered flipped learning was designed according to the nine design principles suggested by Kim et al. (2014). 34 premedical students enrolled in the interaction of human body and microorganism course participated in this study and the flipped learning was executed once a week for four weeks. To collect data, surveys for students’ perception on the flipped learning were conducted after the flipped learning and R-LPQ-2F to investigate approaches to learning and a course evaluation were also conducted before and after the flipped learning. Because students in student-centered flipped learning are required to learn by actively constructing new knowledge, it was expected that the medical students adopted deep approaches to learning. However, according to the results, there were no significant differences before and after the flipped learning in terms of students’ approaches to learning. The deep motivation, a sub-factor of the deep approach to learning, however, showed a significant increase, so it is thought that the flipped learning aroused intrinsic motivation and commitment to work. In addition, students recognized more highly interactive learning activities of the flipped learning than learning improvement in the flipped learning. They were also, in general, more satisfied with the flipped learning than the traditional teacher-oriented learning according to the course evaluation, but they showed significant higher preference toward the teacher-oriented learning than the flipped learning. The explanations for reasons why deep approaches to learning did not increase during the flipped learning were discussed.
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      The flipped learning approaches had drawn much attention from the research and practices communities. Despite this attention, how students learn in the flipped learning has been minimally explored. Focusing on this gap, this study investigated student...

      The flipped learning approaches had drawn much attention from the research and practices communities.
      Despite this attention, how students learn in the flipped learning has been minimally explored. Focusing on this gap, this study investigated students’ approach to learning in flipped learning. Students’ perception for this learning method was also scrutinized. For this purpose, the student-centered flipped learning was designed according to the nine design principles suggested by Kim et al. (2014). 34 premedical students enrolled in the interaction of human body and microorganism course participated in this study and the flipped learning was executed once a week for four weeks. To collect data, surveys for students’ perception on the flipped learning were conducted after the flipped learning and R-LPQ-2F to investigate approaches to learning and a course evaluation were also conducted before and after the flipped learning. Because students in student-centered flipped learning are required to learn by actively constructing new knowledge, it was expected that the medical students adopted deep approaches to learning. However, according to the results, there were no significant differences before and after the flipped learning in terms of students’ approaches to learning. The deep motivation, a sub-factor of the deep approach to learning, however, showed a significant increase, so it is thought that the flipped learning aroused intrinsic motivation and commitment to work. In addition, students recognized more highly interactive learning activities of the flipped learning than learning improvement in the flipped learning. They were also, in general, more satisfied with the flipped learning than the traditional teacher-oriented learning according to the course evaluation, but they showed significant higher preference toward the teacher-oriented learning than the flipped learning. The explanations for reasons why deep approaches to learning did not increase during the flipped learning were discussed.

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      참고문헌 (Reference)

      1 이지연, "학습자 중심 플립드러닝(Flipped Learning) 수업의 적용 사례" 한국교육공학회 30 (30): 163-191, 2014

      2 이희숙, "플립러닝의 학습효과 관련 요인 간의 구조적 관계 분석" 한국컴퓨터교육학회 19 (19): 87-100, 2016

      3 서미옥, "플립드 러닝의 효과성에 대한 메타분석" 한국교육공학회 32 (32): 707-741, 2016

      4 이동엽, "플립드 러닝(Flipped Learning) 교수학습 설계모형 탐구" 한국디지털정책학회 11 (11): 83-92, 2013

      5 임경화, "실천공학 교수법 : 공학전공수업에서 플립드러닝(Flipped Learning)적용을 위한설계모형 탐색" 6 (6): 77-84, 2014

      6 김남익, "대학에서의 거꾸로 학습(Flipped learning) 사례 설계 및 효과성 연구: 학습동기와 자아효능감을 중심으로" 한국교육공학회 30 (30): 467-492, 2014

      7 한형종, "대학 역전학습 온·오프라인 연계 설계전략에 관한 연구" 한국교육공학회 31 (31): 1-38, 2015

      8 Pierce, R., "Vodcasts and active-learning exercises in a"flipped classroom"model of a renal pharmacotherapy module" 76 (76): 1-5, 2012

      9 Baeten, M., "Using student-centered learning environments to stimulate deep approaches to learning : Factors encouraging or discouraging their effectiveness" 5 (5): 243-260, 2010

      10 Socha, A., "Using multidimensional scaling to improve functionality of the revised learning process questionnaire" 37 (37): 409-425, 2012

      1 이지연, "학습자 중심 플립드러닝(Flipped Learning) 수업의 적용 사례" 한국교육공학회 30 (30): 163-191, 2014

      2 이희숙, "플립러닝의 학습효과 관련 요인 간의 구조적 관계 분석" 한국컴퓨터교육학회 19 (19): 87-100, 2016

      3 서미옥, "플립드 러닝의 효과성에 대한 메타분석" 한국교육공학회 32 (32): 707-741, 2016

      4 이동엽, "플립드 러닝(Flipped Learning) 교수학습 설계모형 탐구" 한국디지털정책학회 11 (11): 83-92, 2013

      5 임경화, "실천공학 교수법 : 공학전공수업에서 플립드러닝(Flipped Learning)적용을 위한설계모형 탐색" 6 (6): 77-84, 2014

      6 김남익, "대학에서의 거꾸로 학습(Flipped learning) 사례 설계 및 효과성 연구: 학습동기와 자아효능감을 중심으로" 한국교육공학회 30 (30): 467-492, 2014

      7 한형종, "대학 역전학습 온·오프라인 연계 설계전략에 관한 연구" 한국교육공학회 31 (31): 1-38, 2015

      8 Pierce, R., "Vodcasts and active-learning exercises in a"flipped classroom"model of a renal pharmacotherapy module" 76 (76): 1-5, 2012

      9 Baeten, M., "Using student-centered learning environments to stimulate deep approaches to learning : Factors encouraging or discouraging their effectiveness" 5 (5): 243-260, 2010

      10 Socha, A., "Using multidimensional scaling to improve functionality of the revised learning process questionnaire" 37 (37): 409-425, 2012

      11 Schmitt, N., "Uses and abuses of coefficient alpha" 8 (8): 350-353, 1996

      12 Land, S. M., "Theoretical foundations of learning environments" Routledge 3-25, 2012

      13 O'Flaherty, J., "The use of flipped classrooms in higher education : A scoping review" 25 : 85-95, 2015

      14 Biggs, J., "The revised two-factor study process questionnaire : R-SPQ-2F" 71 (71): 133-149, 2001

      15 McLaughlin, J. E., "The flipped classroom : A course redesign to foster learning and engagement in a health professions school" 89 (89): 236-243, 2014

      16 Kim, M. K., "The experience of three flipped classrooms in an urban university : An exploration of design principles" 22 : 37-50, 2014

      17 Marton, F., "The experience of learning" Scottish Academic Press 39-58, 1997

      18 Kyndt, E., "The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity" 30 (30): 135-150, 2011

      19 Biggs, J. B., "Study process questionnaire manual. Student approaches to learning and studying" Australian Council for Educational Research Ltd., Radford House 1987

      20 Baeten, M., "Student-centered learning environments : An investigation into student teachers’ instructional preferences and approaches to learning" 19 (19): 43-62, 2016

      21 Hannafin, M. J., "Student-centered learning and interactive multimedia : Status, Issues, and Implications" 68 (68): 94-99, 1997

      22 Khanova, J., "Student experiences across multiple flipped courses in a single curriculum" 49 (49): 1038-1048, 2015

      23 Chamorro-Premuzic, T., "Personality, intelligence and approaches to learning as predictors of academic performance" 44 (44): 1596-1603, 2008

      24 Shea, P., "Learning presence : Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments" 55 (55): 1721-1731, 2010

      25 Chin, C., "Learning in science : A comparison of deep and surface approaches" 37 (37): 109-138, 2000

      26 Herrmann, K. J., "Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education" 1-16, 2016

      27 Strayer, J. F., "How learning in an inverted classroom influences cooperation, innovation and task orientation" 15 (15): 171-193, 2012

      28 Al-Zahrani, A. M., "From passive to active : the impact of the flipped classroom through social learning platforms on higher education students' creative thinking" 46 (46): 1133-1148, 2015

      29 Davies, R. S., "Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course" 61 (61): 563-580, 2013

      30 Van Vliet, E. A., "Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist" 14 (14): 1-10, 2015

      31 Toqeer, R., "Flipped classroom concept application to management and leadership course for maximizing the learning opportunities" 3 (3): 137-144, 2013

      32 Bergmann, J., "Flip your classroom: Reach every student in every class every day" International Society for Technology in Education 2012

      33 Kember, D., "Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire" 74 (74): 261-279, 2004

      34 Baeten, M., "Enhancing students’ approaches to learning : The added value of gradually implementing case-based learning" 28 (28): 315-336, 2013

      35 Gilboy, M. B., "Enhancing student engagement using the flipped classroom" 47 (47): 109-114, 2015

      36 Kong, S. C., "Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms : An experience of practicing flipped classroom strategy" 78 : 160-173, 2014

      37 Garrison, D. R., "Critical thinking, cognitive presence, and computer conferencing in distance education" 15 (15): 7-23, 2001

      38 Gijbels, D., "Constructivist learning environments and the (im) possibility to change students’ perceptions of assessment demands and approaches to learning" 36 (36): 431-, 2008

      39 Mason, G. S., "Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course" 56 (56): 430-435, 2013

      40 Zeegers, P., "Approaches to learning in science : A longitudinal study" 71 (71): 115-132, 2001

      41 Mattick, K., "Approaches to learning and studying in medical students : Validation of a revised inventory and its relation to student characteristics and performance" 38 (38): 535-543, 2004

      42 Heeseung Choi, "Applying the Flipped Learning Model to an English-Medium Nursing Course" 한국간호과학회 45 (45): 939-948, 2015

      43 Jeffries, W. B., "An introduction to medical teaching" Springer 41-55, 2014

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2026 평가예정 재인증평가 신청대상 (재인증)
      2020-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2017-01-01 평가 등재학술지 유지 (계속평가) KCI등재
      2013-01-01 평가 등재 1차 FAIL (등재유지) KCI등재
      2010-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2007-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2006-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2005-06-17 학술지등록 한글명 : 교육방법연구
      외국어명 : The Korean Journal of Educational Methodology Studies
      KCI등재후보
      2004-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 1.94 1.94 2.08
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      2.23 2.35 2.393 0.91
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